B    3    im    2D5 


DEPARTMENT  OF  THE  INTERIOR 

BUREAU  OF  EDUCATION 


BULLETIN.  1920,  No.  f  e^.^e'R'l,^^''^^''^  *  u# 

A  SURVEY  OF  EDUCATION 
IN  HAWAII 


MADE  UNDER  THE  DIRECTION  OF 

THE  COMMISSIONER  OF  EDUCATION 


WASHLNGTON 

GOVERNMENT  PRINTING  OFFICE 

1920 


DEPARTMENT  OF  THE  INTERIOR 

BUREAU  OF  EDUCATION 


BULLETIN,  1920,  No.  16 


A  SURVEY  OF  EDUCATION 
IN  HAWAII 


MADE  UNDER  THE  DIRECTION  OF 

THE  COMMISSIONER  OF  EDUCATION 


WASHINGTON 

GOVERNMENT  PRINTING  OFFICE 

1920 


EDUCATION  DEPT 


Lh 


U- 


ADDITIONAL  COPIES 

OP  THIS  rUnUCATION  HAY  RE  PROCURED  FROM 

THE  SUPEBlNTENDE!<rr  OF  DOCUMENTS 

GOVEEXMEXT  PKINTIXG  OFFICE 

■WASHINGTON",  D.  C. 

AT 

.- )  CENTS  PER  COPY 


C  O  N  T  E  NTS. 


Page. 

Letter  of  transmittal 1 

Inteoduction S 

Tlie  function  of  a  i>c'liool  system 4 

Chief  features  of  the  report 5 

Commendable  features  in  Territorial  scliools 6 

ClIArTKi;    I. Ax    ANALYSIS   OF   THK  El)rCATl')X AT.    pROn.EM    OF    HAWAII. 

].  Tlie  mixture  of  tiie  races 0 

'2.  The  character  of  the  present  population 12 

o.  Tlic  extent  to  which  tlie  raceti  are  intermarrying 25 

4.  The  occupational  needs  and  opportunities  of  the  Hav,alian  Islands 29 

.1.  ^^'herein  the  situation  differs  from  that  on  the  mainland 30 

0.  Agencies  dealing-  with  the  educational  prohlem 4(j 

ciiAPT}-:!:    II. — The    Ougaxization,    AuiiixisTKATiox,    SupEuv^sI0^',    and 

FiXAXCtXG    OF    THE    DePAETMEXT    OF    PUBEIC    IX.STErCTIOX    OF    THE    HA- 
WAII AX    Islands. 

1.  The  .superintendent  and  the  school  connnissioners ->i 

2.  The  Territorial  board  of  school  commissioners  and  county  boards  of 

education 58 

3.  The  supervisors  and  the  Territorial  board  of  school  commissioners 60 

4.  The  school  commissioners  and  the  sheriff's  office GO 

5.  The  school  budget 63 

G.  The  high  schools  should  be  brought  closer  to  the  people 63 

7.  The  supervision  of  private  schools Q'< 

8.  The  Territorial  department  has  made  a  beginning  in  organizing  the 

kindergarten 70 

9.  The  supervision  of  the  department 7o 

10.  The  work  of  the  Territorial  normal  school 78 

11.  The  Lahainaluna  Trade  School ^95 

12.  Financing  the  Territorial  department  of  pnluic  instruction 99 

Chapter  III. — The  Foreigx  Laxovage  Schools. 

1.  The  founding  of  Christian,  Buddhist,  and  "  Independent  "'  schools 107 

2.  Organization,  sui^port,  and  administration  of  tlie  Japanese  schools 113 

3.  The  character  of  the  textbooks  used  in  the  Ja.panese  schools 116 

4.  The  influence  of  foreign-language  schools 125 

5.  Proposed  legislation  respecting  language  schools 134 

Chaptei:    IV. — Teachixg   Staff    of   the    Public    Elementary    Scfiools. 

Distribution  of  teachers  by  racial  descent 144 

Distribution  by  sex — married  and  unmarried 147 

Distril>ution  by  age 149 

Assignment  of  grades  to  teachers  and  of  pupils  per  room 151 

Education  and  training  of  the  elementary  staff 152 


^238212 


hi 


IV  CONTEXTS. 

Page. 

Length  of  service  in  Hawaiian  schools 154 

Improvement  of  teachers  after  enterin.t,^  the  Hawaiian  school  system 157 

Teachers  are  familiar  with  the  islan<ls,  hut  n<»i  with  the  T'nited  States 150 

Pi-ofessional  readint,'  hy  teachers -  160 

Teachers'  meetings  and  the  leadership  of  principals 161 

Promotion  and  rating  of  teachers 165 

Salaries  of  the  elementary  staff 171 

Important  considerations  favoring  higher  salaries 176 

IM'oposed  salary  schedule  for  Hawaii 177 

Ilecruiting  teachers  from  the  mainland 170 

Ch.'vI'jkk   A'. — Cr.Assitoo.M   Pkocedure  and  the  Coi'ksk   of   Stidy  of   the 

ELEifEXTAltY    SCHOOT.S. 

Comments  from  the  teadioi-s ISl 

Some  general  conditions  in  1h(»  elementary  schools  that  have  a  hearing  on 

the  course  of  study 185 

School  liandicaps  in  Hawaii 186 

Tlie  formal  examination  system 188 

Insuflicient  supplementary  matei-ial 100 

Suggested  improvements 100 

The  course  of  study 102 

Time  allotment 193 

Handwriting 193 

Heading,  literature,  and  story  work 195 

Ha^^■aii's  young  people .^ 107 

Language  and  granunai- 107 

Arithmetic '_'__  100 

Spelling ^ 200 

Geography 200 

History  and  clvies 201 

Hygiene 202 

Music 202 

Elementarj-  science  and  nature  study , 203 

Physical  education 204 

Vocational  and  industrial  education 205 

Concerning  the  ]-evision  oi'  the  course  of  study 207 

Texthooks 210 

Melhod  for  distrilmt  ing  t«'xthooks 211 

Chai'']i;k  ^'^.  — 'i'Hi:  Pria.ic  Hu.ir   S<  iiooi.s. 

1.  Oenei-al   conditions 212 

2.  The  high-school  pupils 215 

:>.  The  cui-riculums 222 

4.  The    ttachers 231 

5.  Organization,   administration,  and  supervision _  245 

().  Lihrary  facilities 250 

7.    Pnildings  and  equipment 251 

CiiAi'TFii  \n. — The  UxiVKitsrrv  or  Hawaii. 

1.  The  puhlic  high-school  system 250 

2.  Higher  education  in  Hawaii 264 

3.  The  development  of  a  university  of  Hawaii — graduate  and  professional 

schools 204 

4.  Summary  of  recommendations 303 


CONTENT;?.  V 

Chaptiir  VIII. — The  1'rivate  S<  hooi.s  oy  Hawaii. 

Page. 

1.  General  eoiulitioiit.^ 303 

2.  rnnahou  School 319 

3.  The  Hcnoluui  :vli]itary  Academy 333 

4.  The  Mid-Pacific  Institute 338 

5.  Tlie  Episcopal  schools 343 

a  The  Hih.  Boarding  School 347 

7.  Kamehanieha  schools 352 

8.  Boarding  schools  for  Hawaiian  girls — ^Kohala  Oiiis*   School   and  ^Nlan- 

naolii   Seminary 371 

ft.  Conclusions   and   recommendations 374 

Ai'pKxmx. 

Contents  of  the  Japanese-language  school  textbooks 379 

Japanese  high-school   (Hongwanji  Buddhist)   textbooks 388 

The  textl)ooks  for  higli-scaool  grades   (independent  schools) 397 

TxDKx 405 


ILLUSTRATIOXS. 

TE  lA.  Types  of  kindergarten  children 32 

IB,  The  melting  pot 32 

2A.  Hauling  sugar  cane  to  mill 33 

2B.  Taro    patches — Waimea 33 

3A.  An    Hawaiian    type 32 

3B.  Primitive  Hawaiian  home 32 

4A.  Hawaiian  fisherman 33 

4B.  Other  Hawaiian  fishermen 33 

5A.  Athletic  team — Mid-Pacific  Institute 112 

5B,  Mid-Pacific   Institute 112 

6A.  Student  types   (girls)— Mid-Pacific  Institute 113 

6B.  Student  types    (boys) — Mid-Pacific  Institute 113 

7A.  Lower  campus — Punahou   Scliool 112 

7B.  Alexander  Field — Punahou  School 112 

8A.  Campus — Punahou    School 113 

8B,  Another  view  of  campus — Puna.hou  School 113 

9.  Honolulu  Military  Academy 240 

lOA.  Hawaiian  Girls'   School,  Kohala,    Island  of  Hawaii 241 

lOB.  Baldwin  Hall,  Maunaolu  Seminary 241 

llA.  Wash  day  at  Miller  Street  Kindergarten 240 

IIB.  Honomakau  School  bus,  West  Hawaii ._ 240 

12A.  Gathering  papayas  at  Maunaolu  Seminary 241 

12B.  A  swimming  party  of  Maunaolu  girls 241 


LETTER  OF  TEANSMITTAL. 


Depaktmext  of  the  Interior, 

Bureau  of  Education, 
WasMtigton,  D.  C.  July  Y-5,  1920. 

Sir  :  I  am  transmitting  herewith  for  publication  as  a  bulletin  of 
the  Bureau  of  Education  the  report  of  a  survey  on  education  in  the 
Territory  of  Hawaii,  made  under  my  direction  as  Commissioner  of 
Education  at  the  request  of  the  governor  and  the  superintendent  of 
public  instruction  of  the  Territory,  which  request  was  made  in  com- 
pliance with  an  act  of  the  legislature,  wliich  act  also  appropriated 
money  to  pay  the  incidental  expenses  of  the  survey-. 

The  survey  was  made  under  the  immediate  direction  of  Dr.  Frank 
F.  Bunker,  specialist  in  city  scliool  administration  of  the  Bureau 
of  Education,  assisted  by  Dr.  "W.  W.  Kemp,  chairman  of  the  educa- 
tion deioartment,  I^niversity  of  California:  Dr.  Parke  R.  Kolbe, 
president  of  the  Municipal  Universit}^,  Akron.  Ohio:  and  Dr.  George 
E.  Twiss.  professor  of  secondary  education  and  State  high-school 
inspector.  Ohio  State  I"ni\'ersity.  It  includes  both  public  and  pri- 
vate scliools  of  the  islands,  the  private  scl-ools  being  included  at  the 
request  of  representatives  of  these  schools. 

Many  conditions  and  problems  connected  with  these  schools,  par- 
ticularly thxC  fact  that  a  large  majority  of  the  children  are  of  other 
races  than  those  which  are  dominant  in  the  United  States,  made  the 
work  of  the  su.rvey  imique  and  difficult;  but  I  believe  most  of  the 
problems  ha\e  been  solved  wisely,  and  that  this  solution  will  liave 
interest  and  Aalue  not  onh'  for  the  people  of  Hawaii  but  for  students 
of  education  in  the  United  States. 

Respectfully  submitted. 

P.  P.  Claxtox, 

The  Secretary  or  the  Interior. 

1 


A   SURVEY   OF   EDUCATION   IN   HAWAII. 


INTRODUCTION. 


Every  American  public-schooi  system  has  abundant  reason  for 
making  sharp  analyses  of  the  peculiar  needs  to  which  it  should  be 
ministering;  yet,  in  practice,  the  kind  of  training  provided  by  the 
schools  of  one  section  is  very  similar  to  that  given  by  the  schools  of 
other  regions,  though  it  must  be  apparent  that  occupations  may 
differ  widely.  The  ability  to  render  a  service  in  an  agricultural 
district  does  not  mean  that  one  can  render  equal  service  in  a  mining 
region,  or  in  a  cattle  country,  or  in  a  section  given  over  to  fruit 
growing  or  lumbering  or  fishing.  The  penalty  for  a  failure  to 
recognize  the  larger  occupational  needs  of  a  local  community  on 
the  mainland,  however,  is  partly  removed  because  of  means  of  rapid 
interchange  and  of  intercommunication  and  because  of  the  ease  with 
which  individuals  shift  from  place  to  place.  Because  of  the  multi- 
tude of  opportunities  for  service  there  to  be  found,  individuals  quickly 
make  adjustments,  find  their  own  niches,  and  become  relatively 
satisfied  and  satisfactory  workers  in  needed  vocations.  So  far,  with 
little  difficulty,  the  mainland  has  been  able  to  absorb  all  who  have 
the  desire  to  serve  and  to  put  them  at  the  things  which  they  can  do 
best. 

Not  so,  hovrever,  vdth  Hawaii.  Set  down  midway  of  the  Pacific; 
with  six  days  and  2,100  miles  separating  her  from  her  nearest  neigh- 
bor; with  a  total  population  no  larger  than  a  number  of  mainland 
cities,  the  larger  proportion  being  orientals;  with  but  two  industries 
of  first  magnitude,  though  with  vital  connections  with  the  Orient 
and  with  America  and  having  a  future  of  v/onderful  possibilities, 
obviously  Hawaii  does  not  so  readily  and  easily  come  \dthin  the 
influence  of  the  balancing  and  adjusting  flov/  of  human  currents. 
By  force  of  her  situation  Hawaii  must  be  largely  seK-sufficient  iuid 
seK-contained.  She  can  hope  for  Httle  aid  from  outside  her  bord.-.rs; 
she  can  expect  to  render  little  assistance  to  her  neighbors  in  their 
problems  of  vocational  relationships  and  of  occupational  adjust- 
ments. Her  isolation,  then,  conditioning  all  her  problems,  must  be 
taken  account  of  in  every  phase  of  her  thinldng.  It  is  this  thtit 
demands  that  the  public-school  system  of  Hawaii,  perhaps  beyozid 
that  of  any  other  American  commonwealth,  shall  give  to  the  que^£- 
tion  of  its  proper  function  a  penetrating  examination  and  aimlysis. 

3 


4  A  BURVEY   OF    EDUOATIOX   IN    HAWAII. 

THE    FUXCTIOX    OF    A    SCHOOL    SYSTEM. 

Every  school  system  that  is  going  about  its  work  intelligontiy 
and  effectively  is  subserving  at  least  three  important  interests: 
The  Nation,  through  preparing,  along  with  other  agencies,  dependa])le, 
patriotic,  and  worthy  citizens:  the  community,  thorough  shaping  the 
training  it  gives,  so  that  the  community  v>'ill  have  competent  leaders 
and  efficient  workers  in  all  its  occupations:  the  individual  himself, 
through  helping  him  to  fine}  ^is  aptitudes  and  abilities  and  through 
providing  him  with  the  means  for  so  developing  these  that  thereby 
he  is  enabled  to  render  a  service  alike  satisfying  to  himself  and  to 
society.  The  citizenship  needs  of  the  Nation,  the  occupational  needs 
of  the  community,  and  the  tastes,  aptitudes,  abilities,  and  ambitions 
of  the  individual,  then,  are  the  guideposts  which  point  the  pathway 
of  the  public  school:  and  these  are  the  considerations,  likewise, 
which  must  be  held  in  clear  view  in  any  appraisal  of  the  work  of  the 
schools  of  Hawaii. 

Furthermore,  ib  should  be  pomted  out,  the  system  that  holds 
unswervingly  to  this  threefold  purpose,  intelUgently  shaping  its 
practice  the  while  by  these  ends,  can  never  be  charged,  rightly, 
with  influencing  its  children  to  turn  away  from  legitimate  labor  of 
any  kind.  The  influence  of  a  system  dommated  by  such  high  purpose 
will  be  not  to  free  men  from  work  but  to  free  them  in  their  work. 

This  is  the  function  v)f  education,  and  it  is  a  spurious  education, 
an  education  unworthy  the  name,  that  teaches,  even  hy  impHcation, 
that  in  this  democracy  of  America  there  are  necessary  occupations 
unworthy  of  any  but  the  ignorant  and  the  illiterate  or  that  there  is 
room  an^^vhere  in  this  country  for  a  group  of  men,  however  small, 
who  shall  be  forced  to  their  occupation  through  dire  need.  Men 
who  work  in  occupations  deemed  unworthy,  and  who  do  so  only 
because  driven  to  it  by  the  biting  lash  of  necessity,  are  in  reality 
not  free  men.  They  work  only  in  the  sphit  of  the  slave.  There 
is  no  place  in  Ameiica  for  such,  and  it  is  as  much  the  business  of 
education  to  teach  men  this  as  it  is  to  make  them  literate. 

Children  growing  up  in  Hawaii,  coming  as  they  do  in  their  plastic 
years  under  the  influence  of  the  public  school,  preparing  themselves 
for  the  assumption  of  the  responsibilities  which  life  in  Hawaii 
demands,  should  come  to  feel  that,  in  cutting  cane  on  tlie  plantation, 
in  driving  a  tractor  in  the  fields,  in  swinging  a  sledge  in  a  black- 
smith shop,  in  wielding  a  brush  on  building  or  fence  or  bridge,  as  well 
as  in  sitting  at  a  doctor's  or  merchant's  or  manager's  or  banker's 
desk,  there  is  opportunity  for  rendering  a  necessary  as  well  as  an 
intelligent,  worthy,  and  creative  service.  Reciprocally,  they  should 
likewise  recognize  that  they  have  a  right  to  follow  such  occupations 
under  fit  and  tolerable  conditions  and  to  receive  as  a  tangible  reward 


INTRODUCTION.  5 

for  service  rendered  a  wage  that  is  more  than  an  existence  v/age, 
more  even  than  a  mere  thrift  -^.vage;  in  fact,  that  it  shall  he  a  cultural 
wage,  one  which  may  he  defined  as  a  wage  which  not  onlr  hrings 
relief  from,  worry  hut  provides  a  margin  sufficient  for  recreation, 
self -improvement,  spiritual  uplift. 

V/hen,  in  the  islands,  education  shall  have  fully  functioned  in  the 
lives  of  hoth  those  who  serve  hy  employing  and  directing  othei^ 
and  those  who  serve  through  toiling  with  the  hands,  then  all  ^-ill 
be  working  as  free  men.  Then  all  vnV  be  doing  that  which  they  can 
do  best,  and  doing  their  best  at  tha^  which  they  undertake.  Then, 
too,  there  will  disappear  from  the  minds  of  the  men  of  Hawaii  the 
thought  that  the  great  enterprises  of  the  islands  are  dependent  for 
success  upon  successive  waves  of  cheap,  ignorant,  illiterate,  alien 
laborers  who  stick  at  their  jobs  only  through  fear  of  want  and  through 
inability  to  do  anything  else.  In  short,  when  education  shall  have 
accomplished  its  true  pm^pose  there  will  be  conferred  upon  man, 
VN'hatever  his  occupation,  an  enlarged  individuality,  a  \\dder  range 
of  thought  and  action,  a  higher  and  more  permanent  peace.  And 
when  this  consummation  shall  have  been  achieved  no  longer  can  the 
public  schools  of  Hawaii  be  justly  charged  with  educating  the  3'outh 
of  the  islands  away  from  those  occupations  w^hich  require  toil  vath 
the  hands  and  makina:  of  them,  relativelv  inefficient,  '•white-collared 
folk.'' 

CHIEF  FEATURES  OF  THE  REPORT. 

Chapter  I  sets  forth  the  significant  facts  about  the  population 
elements  of  Hawaii,  their  interrelationships,  their  rates  of  growth, 
the  part  they  are  likely  to  take  in  the  afl'airs  of  the  Territory  as 
citizens,  the  occupational  needs  of  the  islands,  and  the  agencies  at 
work  upon  the  problems  which  race  and  occupational  needs  have 
raised. 

Chapter  II  treats  of  the  administrative  machinery  of  the  school 
system  of  the  islands,  the  Territorial  Normal  School,  and  of  the 
financial  support  accorded  the  schools,  showing  how,  in  the  judgment 
of  the  survey  commission,  changes  can  profitably  be  made,  thereby 
enabling  the^chools  to  function  more  efficiently. 

Chapter  III  deals  with  a  serious  obstacle  in  the  v/ay  of  the  work 
of  the  public  school  in  its  task  of  Americanization — the  system  of 
foreign-language  schools,  "which  exists  nowhere  else  in  the  United 
States. 

The  remaining  chapters  of  the  report  treat,  successively^,  the  details 
of  the  work  of  the  elementary  school,  the  high  school,  the  university, 
and  the  private  schools — all  with,  the  question  in  mind  as  to  how  well 
they  are  meeting  citizenship,  occupational,  and  individual  needs,  and 
how  school  practice  can  best  be  modified  to  secure  improvement  in 
results. 


6  A   SURVEY    OF    EDUCATIOX   IN    HAWAII. 

COMMEXDABLE   FEATURES   IX    TEKRITORIAL    SCHOOLS. 

It  must  not  be  inferred  that,  because  this  report  gives  much  space 
to  a  discussion  of  means  for  securing  improvements  in  results,  the 
commission  is  bhnd  to  th.e  man}"  features  of  excellence  already 
incorporated  in  the  work  of  both  the  public  and  private  schools. 
The  role  of  constructive  critic  demands  that  recommendations  for 
changes  in  the  established  order  be  accompanied  by  reasons;  that 
which  is  sound  in  accepted  practice  requires  no  such  detailed  com- 
ment. For  tliis  reason,  then,  a  survey  report  may  appear  to  be 
unduly  critical  when  in  reality  it  is  only  calling  the  attention  of 
interested  authorities  in  an  earnest  way  to  opportunities  for  improve- 
ment in  a  sA^stem  genuinely  sound  in  its  structure  and  work. 

In  point  of  fact  there  is  very  much  about  the  schools  of  Hawaii 
which  deserves  positive  commendation.  The  leadership  of  the 
schools  is  in  excellent  hands,  the  citizens  of  the  Territory  are  taking 
a  much  greater  interest  in  the  education  of  the  children  of  alien 
parents  than  ever  before,  the  very  fact  that  a  public  school  has  been 
placed  within  the  reach  of  practically  every  child  in  the  islands,  how- 
ever remote  his  home,  is  an  achievement  as  well  as  a  testimonial  to 
the  earnest  work  of  school  administrators  and  of  the  school  corps, 
while  in  the  erection  of  teachers'  cottages  and  in  improving  the  living 
conditions  of  teachers  the  Territory  has  outstripped  all  other  of  the 
chief  divisions  of  the  United  vStates.  A  glance  at  tlie  list  of  items 
marking  recent  educational  advance  in  the  islands  affords  ample 
proof  that  the  school  authorities  are  alert  to  the  need  and  determined 
to  meet  it.  Such  a  list  of  actual  or  prospective  advances  includes 
among  other  items :  Insistence  upon  informing  the  public  about  every- 
thing the  department  does;  securing  the  counsel  and  advice  of  repre- 
sentative laymen  of  the  various  racial  groups;  eliminating  obsolete 
offices  from  the  organization;  advancing  teachers'  salaries  and  doing 
more  for  their  comfort;  raising  the  standards  of  training  and  qualifi- 
cation required  of  teachers;  making  a  beginning  in  the  incorporation 
of  the  kindergarten  as  an  integral  part  of  the  school  system;  reducing 
the  size  of  elementary  school  classes;  providing  school  buildings  of  a 
more  permanent  and  more  modern  type;  creating  -x  division  for 
organizing  work  of  industrial  character;  modifying  a  rigid  and 
inflexible  promotion  system;  decentralizing  a  highly  centrahzed  and 
mechanical  s3'stem;  and  providing  opportunity  whereby  teachers  and 
other  members  of  the  school  corps  may  have  more  of  a  voice  in  deter- 
mining educational  policy. 

This  study  of  the  schools  of  Hawaii,  moreover,  is  intended  to  be  a 
study  of  policies  and  practices,  not  of  persons.  The  survey  com- 
mission has  consciously  avoided  either  praising  or  blaming,  crediting, 
or  discrediting  individuals.     The  matter  of  placing  an  estimate  upon 


INTRODlTCTIOIv.  7 

the  Taliie  of  the  services  which  individuals  are  rendering  is  the  duty 
of  local  authorities;  it  falls  outside  the  province  which  has  been  set 
for  the  survey  commission  and  has  not  been  attempted. 

THi:    SURVEY    COMMISSION. 

The-  survey  was  made  imder  the  direction  of  the  United  States 
Commissioner  of  Education  upon  request  of  the  governor  of  the 
Territory  of  Hawaii,  the  legislature,  the  school  commissioners,  and 
the  superintendent  of  public  instruction.  To  assist  the  Commissioner 
of  Education  in  making  this  study  he  appointed  the  following 
commission: 

Frank  F.  Bunker,  Bureau  of  Education,  director  of  the  survey. 
TT.  TT.  Kemp;  chairman  education  department,  University  of 

California. 
Parke  R.  Kolbe,  president  Municipal  University,  Akron,  Ohio. 
George  R.  Twiss,  professor  of  secondary  education  and  State 
high-school  inspector,  Ohio  State  University. 

APPRECIATION. 

The  survey  commission  desires  to  express  its  appreciation  of  the 
courtesy  and  consideration  shown  its  members  by  the  citizens  of 
Hawaii  universally.  A  special  word  of  thanks  is  due  the  governor, 
the  ofhcers  of  the  Territorial  government,  the  members  of  the  board 
of  school  commissioners,  and  the  superintendent  of  public  instruction 
and  his  staff,  for  the  interest  which  they  have  individually  taken  in 
the  survey  and  for  the  help  and  cooperation  which  they  have  sever- 
ali}^  extended.  The  commission  is  also  indebted  to  Miss  Faast  for 
the  use  of  the  copyrighted  picture,  ''The  Melting  Pot,"  and  to  Mr. 
Alexander  Hume  Ford,  secretary  of  the  Pan-Pacific  Union,  for  the 
use  of  other  photographs. 


Chapter  I. 
AN  ANALYSIS  OF  THE  EDUCATIONAL  PROBLEM  OF  HA  WAIL 


CoxTExis. — 1.  The  raeo  mixture;  Early  attempts  to  assist  iiniaigration,:  Japanese  imimgration;  Poitu- 
guese  immigration;  immigrants  from  northern  Europe.  2.  The  character  of  present  population:  Bii-th 
and  death  rates  of  the  races;  laomentum  of  Japanese  race;  Japaneco  entering  many  vocations;  explanation 
of  Japanese  activity;  Japanese  political  control  of  the  islands;  nationalities  in  the  jjublic  schools;  Judga 
Vaughan's  com-t  decision.  3.  Intennarrying  of  races:  Japanese  picture  brides;  progeny  of  racial  inter- 
marriages. 4.  Occupational  needs  and  opportunities  of  the  islands:  The  small  farmer;  plantation  and 
milling  activities;  the  public  school  in  relation  to  island  needs;  a  lengthened  school  day  required.  5.  Situ- 
ation contrasted  vdth  that  of  mauiland:  Children  ignorant  of  English;  no  EngUsh-spsaking  cliildren  on 
playgroimd;  an  tmstable  teaching  force;  many  ptorly  qualified  teachers;  inadequate  supervision;  the  for- 
eign  language  schoo-s;  sch<x)Is  inadequately  supported;  compensations.  6.  Agencies  dealing  v/ith  the 
problem:  Private  schools;  Kindergarten  Association;  Young  Men's  Christian  Association;  Young  Women's 
Christian  Association;  weifare  activities  on  Maui. 


1.  THE  MIXTURE  OF  THE  RAXES. 

The  deliberate  and  persistent  efforts,  extending  over  the  past  half 
century,  made  by  the  various  governments  of  Hawaii,  to  secure 
cheap  laborers  in  sufficient  nunabers  to  care  for  the  crops  of  sugar 
cane  have  resulted  in  a  racial  situation  in  the  Havv^aiian  Islands  proba- 
bly nowhere  else  to  be  found  in  the  world,  certainly  in  no  other  of 
the  chief  political  units  of  the  United  States. 

Prior  to  1850  the  population  of  the  islands  was  relatively  homoge- 
neous, although  in  consequence  of  the  trade  in  sandalwood  which 
sprang  up  at  the  beginning  of  the  centur^r  and  because  the  islands 
later  came  to  be  looked  upon  as  a  desirable  rendezvous  and  refitting 
station  for  the  great  north  Pacific  whaling  fleets,  there  was  in  the 
population  a  sprinlding  of  sailors  of  many  nationalities,  Vy-ho  for  one 
reason  or  another  had  left  their  ships  and  were  livdng  among  the 
natives.  With  the  rapid  development  of  the  sugar  industry,  which 
set  in  strongly  about  the  middle  of  the  century-,  and  in  viev^  of  the 
steadily  and  rapidly  decreasing  native  population,  it  became  evident 
that  a  supply  of  new  and  cheap  labor  must  be  found. 

EARLY^    ATTEMPTS    TO    ASSIST    IMMIGRATION, 

The  first  step  v*^as  taken  by  the  Royal  Hawaiian  Agricultural  So- 
ciety, which,  in  1852,  employed  a  shipmast-er  to  bring  to  the  islands 
180  Chinese  coolies  on  a  five-3'ear  contract  at  S3  per  month,  m  addi- 
tion to  passage,  housing,  food,  clothing,  and  medical  attention. 
Within  a  few  months  100  more  were  brought  over  on  the  same  terms. 
This  was  the  beginning  of  Chinese  immigration,  which  was  encour- 

9 


10  A   SURVEY   OF   EDUCATION   IN    HAWAII. 

aged  for  a  time,  only  to  he  restricted  at  a  later  period  and  finally 
prohibited;  but  not  until  a  population  of  some  21^000  had  been 
brought  to  the  Territory. 

Kamehameha  III  made  an  unsuccessful  effort  to  bring  to  the  Ha- 
waiian Islands  the  entire  population  of  Pitcairn  Island.  The  project 
failed,  however,  because  the  British  Government  would  not  permit 
these  people  to  transfer  their  allegiance  from  Britain  in  order  that 
they  might  become  Hawaiian  subjects.  In  1855  Kamehameha  IV 
appointed  a  commissioner  to  study  the  question  of  the  suitability  as 
immigrants  of  Polynesian  peoples.  As  a  result,  in  1859,  about  20 
South  Sea  Islanders  were  brought  in,  likewise  under  contract.  Others 
were  imported  in  1868  by  the  ''Bureau  of  Immigration,"  organized 
to  superintend  the  introduction  of  immigrants.  During  this  period, 
among  other  groups,  some  84  ^fanahikis  from  Reirsons  Island  and 
Humphreys  Islan.d  and  42  Bukabukas  from  Danger  Island  were 
brought  in.  These  people  proved  most  unsatisfactor}',  and  the  plan 
of  bringing  in  Polynesians  was  dropped  for  more  than  10  years.  In 
1877,  however,  the  plan  was  resumed,  and  a  sea  captain  was  sent  to 
Fiji  and  New  Zealand  to  secure  emigrants.  During  1878  and  the  six 
years  following  nearly  2,000  Polynesians,  mostly  from  the  Gilbert 
Islands,  Irat  with  some  Melanesian  cannibals,  were  brought  into  the 
country.  This  vv^as  a  costly  experiment,  for  neither  as  laborers  nor 
citizens  did  they  give  satisfaction. 

JAPANESE    I^r:vriGRATION. 

The  next  race  sought  was  the  Japanese.  In  1868,  48  laborers,  under 
a  three-year  contract  which  called  for  S4  per  month,  besides  food, 
lodging,  and  medical  assistance,  wore  brought  in  from  Japan.  They 
gave  excellent  satisfaction,  but  reports  of  ill  treatment  reaching 
Japan  brought  about  an  investigation  ])y  that  country  with  the  result 
that,  although  no  grounds  for  complaint  were  found,  some  40  of  this 
group  v\"ere  permitted  to  return  to  their  homes  on  the  naive  condi- 
tion, however,  that  each  was  to  work  three  years  for  the  Japanese 
Government  in  order  to  reimburse  it  for  the  expense  of  the  return 
passage. 

In  1884,  after  a  long  correspondence  with  Japan,  consent  was 
obtained  for  bringing  Japanese  to  these  islands.  Under  this  arrange- 
ment nearly  1,000  came  over,  but  the  emigration  was  stopped  tempo- 
rarily because  of  the  fact  that  many  misunderstandings  with  the 
Japanese  Government  arose.  In  1886  an  emigiation  convention  was 
concluded  and  ratified  with  Japan,  after  which  time  and  until  annex- 
ation to  the  United  States  immigration  was  large  and  constant. 

A    COT.ONY    FROM    THE    STATES. 

In  the  meantime  (in  1870)  a  little  colony  of  white  immigrants 
from  the  United  States  was  brought  in,  settling  on  Lanai.     The  con- 


ANALYSIS   or   THE   EDUCATIONAL   PROBLEM.  11 

tract  under  which  the  mem})ers  came  obhgated  each  person  to  take 
up  at  least  12  acres  of  hind  for  at  least  12  months,  the  proprietor  to 
supply  the  tenant  with  lodging,  working  animals,  seed,  and  tools. 
The  crop  was  to  he  equally  divided  between  landlord  and  tenant. 
In  the  event  that  the  latter  failed  to  carr}^  out  the  terms  of  the  con- 
tract, his  deposit  of  $35,  passage  money,  was  to  be  forfeited.  Severe 
d-Toughts  prevailed  during  the  year  of  the  trial,  and  the  experiment 
was  abandoned. 

In  1872  the  Hawaiian  Immigration  Society  was  organized.  This 
was  composed  of  the  chief  busiiiess  men  of  the  country,  who  dis- 
cussed at  consideral)le  length  the  relative  merits  as  immigrants  of 
laborers  from  China,  Japan,  Malay,  Hindustan,  the  Azores,  and  the 
islands  of  the  south  Pacific.  This  society  made  gi-eat  efforts  to  per- 
suade the  island  government  to  enter  into  an  arrangement  with 
England  for  securing  Hindu  coolies  from  India,  but  met  \vith  no 
success. 

PORTUGUESE    IMMIGRATION. 

At  the  same  time  arrangements  were  made  to  secure  Portuguese 
from  the  Azores  and  Madeira.  The  pioneer  company  of  180  arrived 
in  1878,  followed  by  750  others  a  little  later.  In  1882  an  understand- 
ing with  Portugal  was  reached  which  resulted  in  some  7,000  Portu- 
guese being  brought  over  from  the  same  islands  during  the  next  six 
years.  By  1899,  through  immigration  activities,  nearly  13,000  Portu- 
guese had  been  imported,  chiefly  from  Madeira  and  the  Azores. 

Though  not  a  race  cognate  to  the  Hawaiians,  they  proved  to  be  a 
valuable  addition  to  the  Territorial  population.  The  early  comers 
began  work  on  the  plantations  as  laborers  at  the  monthly  rate  of  $10 
for  males  and  $6  for  women.  Later  many  succeeded  in  reaching 
better  situations  on  the  plantations  as  ''lunas,''  teamsters,  and 
mechanics,  rising  to  positions  in  some  instances  commanding  $125 
per  month.  A  few  among  the  first  cf  these  immigrants  were  expert 
stonecuttei's  and  builders,  giving  the  fii^st  impulse  in  the  Territory 
to  the  erection  of  substantial  buildings  out  of  the  hewn  lava  rock. 
Later  still,  many  became  storekeepers,  typographers,  stenographers, 
and  sales  people,  and  many  came  to  accept  positions  of  trust  in  banks 
and  offices.  Others  gained  high  place  on  the  bench,  in  the  Territorial 
legislature,  on  county  boards,  and  as  lawyers.  Altogether,  the 
experiment  of  importing  the  Portuguese  has  been  distinctly  successful. 

IMMIGRANTS    FROr    NORTHERN    EUROPE. 

The  experiment  was  also  tried  of  bringing  in  Norwegians.  In 
1880  the  board  of  immigration  agi'eed  to  assist  in  procuring  immi- 
grants from  Norway,  offer mg  to  pay  one-half  the  passage  of  women 
and  full  passage  of  all  children  under  12  years.  About  600  persons 
were  brought  over  at  the  time  under  this  arrangement  and  given 

10146°— 20 2 


12  A   SURVEY   OF   EDUCaTI02n    IX    HA\VAII. 

employmeut  on  the  plaiitatioiivS.  It  was  found,  however,  that  a  few 
only  of  the  nuinber  were  really  agriculturists,  the  remainder  having 
been  recruited  from  the  idle  class  of  towns.  This  experiment  proved 
uns  a  tisf  ac  tor  y . 

Similar  assistance  vs'as  given  in  prociu-ing  laborers  from.  Germ^any. 
About  90D  Germ.ans  came  over  m  response,  but  they  proved  to  be 
restless  and  discontented,  giving  their  employers  no  peace  until 
theh  contracts  were  canceled,  whereupon  the  majority  emigrated  to 
the  United  States.  The  experiment  of  bringing  in  peoples  from 
northern  Europe,  as  with  the  attem.pt  to  seciu*e  a  satisftictory  class  of 
laborers  from  the  South  Sea  Island  races,  cognate  to  the  Hawaiians, 
proved  on  the  whole  to  be  unsatisfactory. 

As  a  result  of  a  half  centm-y  of  effort,  on  which  the  Hawaiian 
people  expended  more  than  $2,000,000,  the  population  of  Hawaii, 
accordins:  to  the  1S96  Territorial  census,  was  as  follows:^ 


Germans 1,  4o2 

Norwegians 378 

French 101 

South  Sea  Islanders 455 

Others 600 


Native  Hawaiians 31,  019 

Part-Hawaiians 8, 485 

Japanese 24,  407 

Chinese 21,  616 

Portuguese 15, 191 

American 3,  086  i  

British 2,  250  '  Total ,109, 020 

2.  THE  CHARACTER  OF  THE  PRESENT  POPULATION. 

Thi'ough  the  natural  growth  of  population  and  because  of  influxes 
of  peoples  which  have  taken  place  since  annexation,  the  estimated 
population  of  the  Hawaiian  Territory  in  1919,  segregated  accordii^g 
to  racial  groups,  is  as  follows: 

Estimated  population  of  the  Hauaiian  Territory, (^  June  30,  1919. 


Nationality. 

Total. 

Percent- 
ace  of 
total. 

Asiatics 

159, 900 

00.6 

Japanese 

h  liO,  000 

22,800 

5,i00 

22,000 

41.7 

8.6 

Korean.... 

1.9 

l^Iipino. 

8  4 

39, 260 

14.8 

Hawaiians 

22.600 
10;760 
5,900 

8  6 

2.2 

4.0 

Latins . 

32,800 

12  4 

Portuencsc.        

2.5,000 
2.400 
.5;  400 

9.5 

.9 

Porto  Rican. 

2.0 

Russians  otc 

Americans  British  GGnnans 

31.000 
706 

11  8 

.4 

Total 

263, 666 

100.0 

a  From  the  Territorial  Board  of  Health  Report,  1919. 
&  The  acting  Japanese  consul  reports,  114.137. 
1  See  Blacknian,  "The  Making  of  Ttawaii.'' 


AX.iLYSIS    01-'    THE   EDXJCATIOX.VL   PROBLEM. 


13 


It  is  of  interest  in  this  connection  to  cxiiniine  the  school  enrollment 
in  both  the  public  and  private  schools  of  the  islands,  distributed 
accordmg  to  nationality,  to  see  to  what  extent  these  racial  groups 
have  contributed  to  school  population. 

School  enrollment  i/i  public  and  private  schools,^  June  30,  1910. 


Nalionalitv. 


Percent- 
Total.      I    a^'e  of 
total. 


Asiatics 23, 560  54. 5 

Japanese 17. 540  40.  fi 

Chinese 4.491  10.3 

Korean G20  i             i.  5 

Filipino 903  ]             2. 1 

Polv-ncsians 9, 161  j  2!.  1 

Hawaiiaiis 3. 800  \  S.  7 

Part-Hawaiians ;  5, 3C1  12. 4 

Latins !  7,986  |       ""isTs 

Portuguese !  0.334  |  14.7 

Spanish 513  |  1. 2 

Porto  Rican 1. 139  j  2.  G 

Americans,  British,  Germans,  Rrissians, etc '  2^  .391  j  5. 5 

Other  nationalities 173  i  .4 

Total i         43,271  j  100.0 

I I 

1  From  Rop.  of  Territorial  Sunt,  of  Puh.  Instruction,  1919. 

An  examination  of  the  two  preceding  tables  discloses  the  interesting 
fact  that,  while  the  group  of  Asiatics  comprises  60.6  per  cent  of  the 
population,  the  children  of  tins  group  comprise  but  54.5  per  cent  of 
the  school  population.  With  the  Polynesians,  however,  the  situa- 
tion is  reversed,  for,  while  this  group  constitutes  14.8  per  cent  of  the 
population,  the  children  of  the  gToup  constitute  21.1  per  cent  of  the 
total  number  of  school  children.  Likewise,  the  proportion  which 
the  Latins  contribute  to  the  school  population  exceeds  the  proportion 
which  the  group  bears  to  the  entire  island  population,  for,  v\dth  12.4 
per  cent  of  the  population,  tlieir  children  comprise  18.5  per  cent  of 
the  school  population.  The  Caucasian  group,  however,  comprising 
118  per  cent  of  the  population,  are  credited  with  but  5.5  per  cent  of 
the  aggregate  school  enrollment.     . 

On  the  face  of  it  this  might  indicate  that  the  Asiatics  are  less 
prolific  than  the  Pohiiesians  and  the  Latins,  but  a  closer  study  of  the 
tables  shows  that  in  the  case  of  the  Asiatic  group  the  proportion  of 
Japanese,  Chinese,  and  Koreans  in  the  population  and  in  the  schools 
is  nearly  the  same,  while  the  Filipino  group,  having  S.4  per  cent  of 
the  population,  contributes  but  2.1  per  cent  of  the  school  enrollment. 
This  is  partly  explained  by  the  fact  that  the  Filipino  group  has  only 
very  recently  been  brought  to  the  islands,  and  there  is,  in  conse- 
quence, a  much  larger  percentage  of  unmarried  males  in  this  group 


14  A   SURVEY    OF    EDUCATK^X    IX    HAWAII, 

than  in  the  other  racial  groups  which  have  been  in  the  ishmds  longer,  and 
who,  therefore,  have  estabhshed  famihes.  Even  though  the  Fihpinos 
be  exchided  from  consideration,  it  is  clear  that  the  remaining  races 
of  the  Asiatic  group  are  still  outstripped  by  the  Part-Hawaiians,  the 
Portuguese,  and  the  Spanish,  for  whereas  the  Japanese,  the  Chinese, 
and  the  Koreans  barely  hold  their  own  in  their  contributions  to  school 
population,  children  of  the  Part-Hawaiian,  Portuguese,  and  Spanish 
groups  greatly  exceed  the  proportion  these  groups  bear  to  the  total 
population.  Doubtless  this  fact,  too,  is  to  be  explained  by  facts  of 
immigration  rather  than  because  the  Japanese,  Chinese,  and  Koreans 
are  less  prolific. 

BIRTK    AND    DEATH    KATES. 

A  table  showing  the  number  of  births  per  1,000  of  population,  dis- 
tributed b}'  nationalities  and  extending  over  a  period  of  years,  will 
throw  light  on  this  point.  Such  a  table,  showing  also  the  death  rates 
and  the  increase  of  birth  rates  over  death  rates,  follows: 


ANALYSIS   OF   THE   EDUCATIONAL.   PROBLEM. 


15 


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16  A   SUEVEY   OF   EDUCATION    IN    HAWAII. 

This  table  s1ioy>"s  tliat  in  every  group  except  llie  Hawaiian'  the 
births  exceeded  the  deaths;  with  the  Hav\'aiians,  however,  deaths 
greatly  outmimbered  bu'ths,  which,  if  continued,,  dooms  the  race  to 
extmction.  Taking  the  birth  rates  for  all  races  as  a  norm,  it  is  obvious 
that  for  all  years  covered  by  the  table  the  foUowmg  groups  exceed  the 
norm  of  births:  Japanese,  Caucasian-Hawaiian,  Asiatic-Hawaiian,  Por- 
tuguese; Spanish,  and  Porto  Rican.  Taking  the  death  rate  for  all  races 
as  a  norm,  it  is  seen  that  the  following  races  are  fortimate  enough  to 
fall  below  it  for  all  years:  Japanese,  Chinese,  Korean,  Portuguese, 
and  the  group  to  which  belong  the  Americans,  British,  Germans,  and 
Russians.  The  only  groups  appearing  in  both  these  lists  are  the 
Japanese  and  Portuguese,  showuig  that  these  are  the  only  ones  in 
vrhich  a  high  birth  rate  is  combined  with  a  low  death  rate. 

It  is  true  that  an  examination  of  the  figure  showing  net  increase 
of  the  birth  rate  over  the  death  rate  discloses  the  fact  that  the  births 
to  the  Caucasian-Hawaiians  and  the  Asiatic-Hawaiians  so  far  out- 
number the  deaths,  even  though  these  are  high,  as  to  place  these  two 
groups  in  the  lead  in  the  matter  of  net  increase:  however,  the  groups 
are  small  in  number.  10,760  in  the  one  case  and  5,900  in  the  other, 
and  ^vhile  they  are  potentially  important,  yet  for  the  purpose  of  this 
stud}'  they  can  properly  ])e  eliminated,  as  they  compiise  too  small  a 
proportion  of  tlie  population. 

COMPAKISOX    OF    THE    JAPANESE    AND    POETrorESE    GROUPS. 

A  comparison  in  detail  of  tlie  records  of  the  Japanese  and  the 
Portuguese,  shov^'n  in  the  prece<lmg  table,  discloses  the  fact  that  the 
situation  for  both  is  nearly  the  same,  with  the  odds  slightly  m  favor 
of  the  Japanese.  The  number  of  Japanese  births  reported  to  the 
Territorial  Board  of  Health,  -which  action  the  law  requires,  falls  short 
of  the  actual  number  registered  by  the  Japanese  consul  by  several 
hundred  aimualiy.  For  example,  the  number  registered  with  the 
consul  m  1916'  exceeds  the  board  of  health  aggregate  by  977:  in  1917, 
by  658;  m  1918,  by  407:  and  in  1919,  by  416.  Were  the  corrected 
aggregates  used  in  the  foregoing  tabulations,  the  fact  would  be  estab- 
lished that,  with  respect  to  bii'th  and  death  rates,  the  Japanese  race 
is  the  most  favored  race  of  the  islands,  having,  among  all  the  races, 
made  the  best  adjustment  to  all  those  conditions  affecting  race  multi- 
plication; furthermore,  with  an  actual  population  now  in  the  islands 
(1919)  of  114,137,  as  reported  by  the  acting  Japanese  consuL  against 
25,000  Portuguese,  the  next  largest  gi'oup,  it  is  clear  that  the  Japanese 
race  has  acquired  a  momentimi  which  puts  all  the  other  groups  out 
of  the  running  in  respect  to  numbers. 


ANALYSIS   OF   THE   EDUCATIOXAL^   PEOBLEM.  17 

MOMENTUM    OF    THE    JAPANESE    RACE. 

That  this  momentum  will  mevitabiy  carry  the  Japanese  race  into 
an  increasingly  dominant  numerical  position,  if  continued,  is  clearly 
shown  by  the  table  on  a  later  page,  which  gives  the  actual  number  of 
male  Japanese  births  during  a  period  of  32  years.  This  table  was  com- 
piled from  information  obtained  from  the  office  of  the  Japanese  consul 
and  from  the  records  of  the  Territorial  Board  of  Health,  It  is  accu- 
rate except  thatj  from  1913  on,  the  proportion  of  males  and  fem.ales 
m^ay  be  slightly  in  error. 

A  parallel  between  the  Japanese  and  the  Portuguese  in  their 
adjustment  to  those  island  influences  which  condition  birth  and 
death  rates  has  been  noted.  Another  striking  parallel  between  the 
two  races  is  also  to  be  observed  in  this,  that  while  both  groups  origi- 
nally were  brought  into  the  islands  to  satisfy  the  need  for  cheap 
labor  on  the  plantations,  there  is  with  both  a  pronounced 
tendency  to  seek  a  better  economic  position  by  breaking  away  from 
the  plantations  at  the  first  opportunity  and  engaging  in  other  occu- 
pations and  activities  giving  promise  of  a  freer  and  more  ample  life. 

JAPANESE    ENTERING    MANY    VOCATIONS. 

Similarly,  the  Japanese  are  ambitious  to  become  tenants,  to  own 
land,  to  set  up  a  business,  to  enter  a  profession,  to  rise  above  the 
category  of  unskilled  labor,  and  as  they  individually  achieve  their 
ambition,  they  are,  like  the  Portuguese,  participating  more  and  more 
in  the  affair-s  of  the  islands,  socially,  educationally,  politically.  Fur- 
thermore, they  arc  all  at  work;  there  are  few  triflere  and  idlers  among 
them.  There  are  now  approximately  3S,000  male  and  27,000  female 
adult  Japanese  in  the  islands.  The  table  which  follows,  based  upon 
mformation  obtained  from  the  office  of  the  Japanese  consul,  shows 
that  50,149  of  them  are  employed  in  gainful  occupations. 

Distribiiilon  of  Japanese  acconlttu/  to  occupatioTis,  1919. 

Omcials 6  i  Farm  laborers 1,  759 

Clergymen 91  j  Stockmen 147 

Teachers 356  :  Daii-ymeii 82 

Physicians 43  ;  Fishermen 1, 053 

Dentists 8  i  Carriage  makers 34 

Veterinarians 2  |  Dyers 89 

Chemists 24  I  Blacksmiths 62 

Nurses  and  midwive^. 51     Book-shop  keepers 34 

Masseurs 33     Peddlers 68 

Ne"^spaper  and  magazine  pub-                     Bank  employees 383 

Ushers 93  ^  Clerks    in    stores    and    business 

Interpreters 58         houses 2, 349 

Farmei's 3,  740     Persons  who  rent  their  properties  119 


18 


A   SURVEY   OF   EDUCATION   IN    HAWAII. 


Railroad  employees 394 

Draymen 344 

Chauffeurs 540 

Hotelkeepers 36 

Restaurant  and  caf^  worker? 99 

Billiard  parlor  and  theater  Avork- 

ers 81 

Bathhouse  keepers 28 

Barbers 275 

House  servants 4, 141 

Actors 62 

Geishas  and  helpers 2,  391 

Plantation  laborers 26,  867 

Sawyers 197 

Carpenters 506 

Painters 123 

Photographers 24 

Tailors 63 

Laundry  men 218 

Laborers  in  factories 320 

Civil  engineers  and  contractors..  80 

Fuel  dealers 73 

Jewelers 30 


Druggists 28 

Dry -goods  merchant? 14 

Shoeshop  keepers 4 

Dealers   in    fancy    goods,    toilet 

articles,  etc 62 

Vegetable  dealers 51 

Butchers  and  fish  dealers 101 

Bean  curd  manufacturers 49 

Soy  merchants 7 

Candy  manufacturers 95 

Artisans,    various   miscellaneous 

laborers 2,  791 

Miscellaneous  occupations.  ....  641 
Number  with  no  occupation  re- 
ported    599 


Total  employed 50, 149 

Women  and  children  and  other 
unemployed  members  of  house- 
holds. ./. 61,  909 


Grand  total. 


112,  058 


EXPLAXATIOX    OF    JAPANESE    ACTIYITY. 

Furthermore,  it  should  be  said  in  fairness  that  there  are  few  Japan- 
ese children  in  the  juvenile  courts  and  in  institutions  for  delinquents; 
and  there  are  proportionally  very  few  Japanese  among  the  convict 
labor  gangs  and  in  the  jails.  Few,  if  any,  are  supported  by  public 
charity;  nor  are  any  begging  on  the  streets.  Their  per  capita  savings 
bank  deposits  rank  third  among  those  of  the  island  races,  being  ex- 
ceeded b}^  the  Americans  and  Portuguese  only.  All  of  which  activity, 
laudable  in  itself,  can  be  explained  adequately  on  the  basis  of  the 
racial  qualities,  inherent  in  the  Japanese,  of  patience,  persistence, 
thrift,  initiative,  endurance,  ambition,  group  solidarit}^,  coupled 
^v'ith  acumen  and  astuteness,  which  give  them  the  ability  to  get  on 
where  other  races  have  failed.  Indeed,  so  well  have  the  Japanese 
adjusted  themselves  to  island  conditions,  and  so  rapidly  are  they 
increasing  in  the  number  of  Hawaiian-born  children,  that  this  group 
will  soon  have  a  majorit}'  of  the  voters  of  the  islands. 


JAPANESE    POLITICAL    CONTKOL    OF    THE    ISLANDS. 

Contrar}^  to  international  practice,  which  holds  that  regardless 
of  where  a  child  is  born  he  ta,kes  the  nationality  of  his  parents,  the 
fourteenth  amendment  to  the  Constitution  of  the  United  States 
declares  that  every  child  born  within  the  jurisdiction  of  the  United 
States  is  a  citizen  of  tlie  United  States.    In  another  particular  in  this 


AN-ALYSIS    or   THE   EDUCATIONAL  PROBLEM. 


19 


connection  tlie  law  of  tlie  United  States  is  in  conflict  mtli  the  theory 
and  practice  of  governments  which  hold  to  the  principle  of  dual 
citizenship;  for  the  act  of  Congress  of  July  27,  1868,  dcchn*es  the  right 
of  expatriation  to  be  a  natural  and  inherent  right  of  all  people  and 
tliat  anything  to  the  contrary  is  ^'inconsistent  with  the  fundamental 
principles  of  this  Republic.''  In  consequence,  then,  of  these  laws 
tlie  Japanese  as  well  as  all  other  people  born  in  United  States  terri- 
tory are  citizens  of  the  United  States,  which  status  obtains  until  by 
definite  act  taken  by  the  individuals  themselves  citizenship  is 
renounced.  This  being  true,  it  is  of  great  importance,  in  our  analysis 
of  the  problem  of  the  schools,  to  give  consideration  to  the  possibihties 
of  the  domination  of  the  Territorial  electorate  by  representatives  of  a 
single  racial  group,  such  as  the  Japanese. 

The  table  on  a  subsequent  page  showing  the  birth  and  death 
rates  of  the  several  races,  and  the  table  which  follov/s,  giving  the 
numiber  of  m.ale  Japanese  births  each  year  since  the  Japanese  have 
been  in  the  islands,  are  significant  in  this  connection.  This  latter 
table  is  of  particular  interest,  for  from  it  can  be  detennined  the 
number  of  Japanese  citizens  who  come  of  A'oting  age  each  year. 

FrohabU  Jajpancsc  additions  to  the  electoral ,  Territory  of  Hauaii} 


Year. 

Japan- 
ese 
male 
bLnhs. 

Year 

en- 
titled 

to 
vote. 
• 

Year. 

Japair- 

ese 

male 

births. 

Year 
en- 
titled 

to 
vote. 

1898 

234 

255 

318 

60S 

878 

1,889 

1,329 

1,177 

1,155 

1,233 

1,534 

1,605 

1919 
1920 

1921  ; 

1922  '■ 
1923 
1924 
1925 
1926  .i 
1927 
1928 
1929 
1930    j 

IPIO             

1,790 
l.r.79 
2,1151 
2,162 
2,251 
2,487 

1931 

1899.     . 

1911 

1932 

1900. 

1912 

1933 

1901 

1913 

1934 

190^ 

1914.               

1935 

igor! 

1915                          

1936 

1904 

1916 

2,505  !     1937 

1905 

1917 

2,653  1     1938 

1906 

1918 

1919 

2,746  ■     1939 
2,  .595       1940 

1907. 

1908 

Total,  10-vear  period 

ii)00 

22.921 

Grand  total,  both  periods  . .   35. 137 

Total,  12-year  period 

12,216 

1  Record  of  births  obtained  from  the  omce  of  the  Japanese  coupuI 


From  this  table  it  is  clear  that  12,216  Hawaiian-born  Japanese  will 
have  become  old  enough  to  vote  by  1930;  22,921  more  wiU  have  been 
added  to  the  hst  of  ehgibles  by  1940,  making  a  total  during  the 
22-year  period  of  35,137.  Some  will  leave  the  Territory,  going  to 
Japan  or  to  the  States;  some  will  die.  It  is  conservative  to  say  that 
the  Japanese  death  rate,  about  13  per  cent  per  decade,  will  amply 
cover  such  possible  losses,  remembering  that  tlie  death  rate  is  reck- 
oned for  the  entire  Japanese  population,  old  and  young.  Deducting, 
then,  13  per  cent  to  cover  possible  losses  by  removal  and  death,  and 


20 


A   SURVEY   OF    EDUCATIOX    IX    HAWAII. 


there  remain  as  eligible  to  the  electorate  during  the  first  period,' 
10,628:  and  during  the  second  period,  19,942,  or  an  aggregate  by 
1940,  including  287  now  registered,  of  30,857.  f 

Tlie  present  Territorial  electorate  (1918),  exclusive  of  the  Japanese, 
who  number  287,  is  19,837.  Durins^  the  past  10  irears  the  increase  in 
the  electorate,  exclusive  of  the  Japanese,  has  averaged  685  per  year. 
If  this  increase  continues,  in  1930  there  ^viU  be  28,057  voters  in  the 
Territory,  exclusive  of  the  Japanese;  and  by  1940,  34,907,  not  includ- 
ing the  Japanese.  Summarizing  the  foregoing  facts  it  would  seem 
reasonable  to  beheve  that  the  situation  in  1930  and  in  1940  will 
stand  approximately  as  follows: 

Estimated  electorate  in  1930  and  1940,  Territor)/  of  Ilawaii. 


Electorate 
in  1918. 

Estimated  :  ^^^^^l^'^  '  Estimated 
additions,  ;  ^w^^ritp  !  additions, 
1918-1930!     ^*®5*r,30      '  !   1930-1940. 

Estimated 

total 
electorate, 

1940. 

Electorate,  exclusive  oi  the  Japanese 

Japanese  coining  of  age,  leis  13  per  cent  for 
deaths  and  remo'.tils 

19,837 
287 

8,220             28,057               G,850 
10,628             10,015  1          19,942 

34,907 
30.857 

Total                                              .   . 

20,124 

18,848             38.972  1          26,792               65. 761 

By  1930,  then,  it  seems  probable  that  the  Japanese  may  comprise 
about  28  per  cent  of  the  electorate,  a  sufficiently  large  proportion  to 
constitute  a  force  that  must  be  reckoned  with  if  it  acts  as  a  unit. 
By  1940  about  47  per  cent  of  the  electorate  may  be  expected  to  be 
composed  of  voters  of  this  race.  From  that  time  on,  then-  numerical 
superiority  will  grow  very  rapidly,  the  voter-s  doubling  every  21  years, 
as  children  of  childreji  enter  the  electorate. 

The  probabihty  of  the  approximate  accuracy  of  the  foregoing 
estimate  is  shown  by  the  following  tables,  which  give  the  nationahty 
of  all  children  enrolled  in  the  pubhc  and  private  schools  since  1910 
and  the  percentage  of  the  whole  which  each  group  comprises.  The 
proportionate  growth  of  the  Japanese,  27.72  per  cent  in  1910:  29.12 
per  cent  in  1911;  31.09  per  cent  in  1912:  33.37  per  cent  in  1913: 
34.57  per  cent  in  1914;  37.47  per  cent  in  1915:  38.79  per  cent  in 
1916;  38.06  per  cent  in  1917;  39.42  per  cent  in  1918:  and  40.55 
per  cent  in  1919,  indicates  that  the  place  in  the  electorate  which  the 
Japanese  will  occupy  in  1930  and  again  in  1940  may,  indeed,  be  under- 
estimated.    These  tables  follow. 


a:k'alysis  of  the  educatioxal  problem. 


21 


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A   SUEYEY   OF   EDUCATION   IN    HAAVAII. 


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ANALYSIS   OF   THE   EDUCATION- AL,  PROBLEM.  23 

THE    EFFECT    OF    JlHDCrE    YAUGHAN's    RECENT    DECISION. 

Furthermore,  it  should  be  poirited  out,  the  foregoing  estimates  of 
the  place  the  Japanese  will  occupy  in  Hawaii's  electorate  have  not 
taken  into  consideration  the  actual  and  probable  eiTect  of  the  decision 
rendered  January  17,  1919,  by  Judge  Horace  W.  Vaughan,  United 
States  district  judge  for  the  District  of  Hawaii,  in  the  matter  of 
the  application  for  citizenship  made  by  a  Japanese,  a  soldier  in 
the  United  States  ib-my,  stationed  at  the  Schotield  Barracks,  Island 
of  Oahu,  Territory  of  Havv^aii.  Judge  Vaughan  has  interpreted 
the  act  of  May  9,  1918,  and  the  clause  '^any  alien,"  therein,  as 
granting  the  soldier  in  question  the  right  of  citizenship.  The  section 
of  the  act  which  has  so  been  interpreted  follows: 

Seventh.  Any  native-born  Filipin.o  of  the  age  of  21  years  and  upward  who  haa 
declared  his  intention  to  become  a  citizen  of  the  United  States  and  who  has  enlisted 
or  may  hereafter  enlist  in  the  United  States  Navy  or  Marine  Corps  or  the  Naval 
Auxiliary  Service,  and  who,  after  service  of  not  less  than  three  years,  may  be  honor- 
ably discharged  therefrom,  or  who  may  receive  an  ordinary  discharge  with  recom- 
mendation for  reenlistment;  or  any  alien,  or  any  Porto  Rican  not  a  citizen  of  the 
United  States,  of  the  age  of  21  years  and  upward,  who  has  enlisted  or  entered  or  may 
hereafter  enlist  in  or  enter  the  armies  of  the  United  States,  either  the  regular  or  the 
volunteer  forces,  or  the  National  Army,  the  National  Guard  or  Naval  Militia  of  any 
State,  Territory,  or  the  District  of  Columbia,  or  the  State  militia  in  Federal  service, 
or  in  the  United  States  Navy  or  ^larine  Corps,  or  in  the  United  States  Coast  Guard, 
or  who  has  served  for  three  years  on  board  of  any  vessel  of  the  United  States  Govern- 
ment, or  for  three  years  on  board  the  merchant  or  fishing  vessels  of  the  United  States 
of  more  than  20  tons  burden,  and  while  still  in  the  service  on  a  reenlistment  or  re- 
appointment, or  within  six  months  after  an  honorable  discharge  or  separation  there- 
from, or  while  on  furlough  to  the  Army  Reserve  or  Regular  Army  Reserve  after 
honorable  service,  may,  on  presentation  of  the  requhed  declaration  of  intention 
petition  for  naturalization  -^^thout  proof  of  the  requh'ed  five  years'  residence  within 
the  United  States  if  upon  examination  by  the  representative  of  the  Bureau  of 
Naturalization  in  accordance  with  the  reqinrements  of  this  subdi^dsion  it  is  shown 
that  such  residence  can  not  be  established. 

The  immediate  effect  of  this  ruling  was  the  naturalization  to 
November  14,  1919,  of  398  Japanese,  99  Koreans,  4  Chinese,  and 
200  Filipinos  similarly  situated.  The  more  remote  effect,  the 
extent  of  which  can  not  be  estimated,  is  that  it  apparently  points 
to  a  w^ay  by  which  in  the  future  alien  orientals  may  qualify  for 
citizenslup  through  joining  the  National  Guard  of  the  Territory  or 
by  serving  on  the  merchant,  or  fisliing  vessels  of  the  United  States 
of  more  than  20  tons  burden,  which  limit  includes  man}^  of  the 
Japanese  sampans  now  operating  in  Territorial  w^aters,  and  the 
interisland  passenger  boats  whose  crews  are  largely  made  up  of 
oriental  seamen. 

METHOD    OF    RELEASING    CHILDREN    FROM    JAPANESE    CITIZENSHIP. 

Although  Japan  has  made  some  concessions  in  the  matter  of  the 
release  of  Hawaiian-born  Japanese  from  Japanese  citizenship,  males 
17  to  20  years  of  age  are  still  held  as  Japanese  nationals,  according 


24  A   SUE  YE  Y   OF   EDUCATIOIn    I'N   HA¥/AII. 

to  a  digest  of  the  Japanese  lavv'  coYering  citizenship,  prepared  by 
the  department  of  public  instruction  from  translations  of  Japanese 
documents. 

The  only  exception  in  the  case  of  males  from  17  to  20  is  those 
Yv'ho  are  physically  unfit  for  military  serYice,  those  who  have  ser\  ed 
a  limited  number  of  years  and  those  Y'ho  haYe  resided  in  a  foreign 
country  until  the  age  of  32. 

The  original  Japanese  law  classed  all  children  of  Japanese  pai'ents, 
regardless  of  Y'here  born,  as  Japanese  nationals,  but  an  amendment 
dating  from  1916  allowed  foreign-born  Japanese  to  sever  all  citizen- 
ship ties  ^"ith  Japan,  under  certain  conditions. 

The  follo^\ing  data  concerning  the  filing  of  petitions  for  release 
from  Japanese  citizenship  by  Ha-Yaiian-born  Japanese  Y'as  gathered 
by  the  school  department : 

1.  Applicant  must  be  born  in  Hawaii  and  must  be  an  American 
citizen. 

2.  Applicant  must  be  residing  in  Ha^Yaii. 

3.  Female  applicants  and  male  applicants  under  17  years  of  age 
are  accepted  without  restriction.  Male  applicants  OYer  17  yeai^ 
of  age  who  will  be  accepted  are  those  physically  unfit  for  military 
service,  and  those  who  have  served  for  a  limited  number  of  yeai's, 
and  those  who  have  resided  in  a  foreign  country  until  the  age  of  32. 
Petitions  from  male  applicants  over  17  to  20  years  of  age,  who  do  not 
belong  to  the  above  class,  are  not  accepted. 

4.  In  order  to  become  legally  discharged,  consent  must  be  obtained 
from  the  secretary  of  the  interior  of  Japan. 

To  obtain  consent:  {a^  If  applicant  is  under  15  yeai^s  of  age  he 
must  obtain  the  consent  of  the  parents  or  guardian. 

(b)  If  applicant  is  over  15  years  of  age,  he  should  be  first  O.  K'd 
by  the  relatives. 

(c)  If  apphcant  is  under  15  >  ears  and  under  guardianship  of  step- 
father, stepmother,  Yadovv,  or  legal  guardian  Yiiose  consent  is  neces- 
sary, the  legally  appointed  guardian  should  make  the  application. 

The  application  should  be  filed  with  the  Japanese  consulate  of 
Honolulu  and  the  follovring  papers  should  accompany  the  petition: 
(a)  Registration  Book  of  Japan  (koseki  toohonV    Two  copies. 
(h)  Hawaiian  birth  certificates. 

(c)  If  applicant  has  taken  any  trip  to  Japan,  he  should  state  the 
number  of  trips  and  the  approximate  number  of  days  spent  in  Japan 
diu*ing  each  trip,  and  if  applicant  did  not  travel,  he  should  state  so. 
Two  copies. 

(d)  The  dates  of  the  arrival  of  the  pai-ents  to  Hawaii.    Two  copies. 

(e)  Names  of  relatives  with  Y-hom  the  applicant  lesides,  and  their 
relation.     Two  copies. 


ANALYSIS    OF   THE   EDUCATIONAL   PROBLEM.  .  Zb 

if)  Minors  under  17  3'ears  and  over  15  years  should  send  the 
consent  in  writing  of  the  guardian.    Two  copies. 

{g)  In  case  the  consent  of  the  relatiTes  are  required,  the  appHcant 
should  present  such  consent.     Two  copies. 

(Ji)  When  apphcant  is  over  17  years  of  age,  he  should  state  whether 
he  has  served  in  military  service,  o^  if  otherwise,  stating  reasons  for 
being  unquahfied. 

Any  person  thus  having  lost  the  Japanese  registration  can  become 
a  Japanese  subject  again  if  circumstances  are  such  that  he  will  have 
to  reside  in  Japan. 

3.  THE  EXTENT  TO  WfflCH  THE  RACES  ARE  INTERMARRYING. 

Whether  or  not  the  Japanese  desire,  to  achie^-e  political  control, 
mthout  doubt  within  a  few  years  they  will  be  in  a  position  to  do 
so  if  they  choose.  In  this  connection  the  question  of  the  degree 
and  extent  to  which  the  various  racial  groups  no^^-  living  in  the 
islands  fuse  through  intermarriage  is  important.  For,  obviouslj^, 
if  a  rapid  fusion  is  taking  place  in  this  manner,  the  Territory  of 
Hav^'aii  v/ill  of  necessity  be  looked  upon  as  being  unique  in  this, 
namely,  that  a  new  rac^.  of  people  would  be  in  process  of  creation. 
If,  on  the  other  hand,  racial  groups  maintain  group  solidarity  and 
manifest  no  '^chemical  aihnity, ''  then  we  shall  doubtless  witness 
in  the  future,  in  the  struggle  for  political  supremacy,  a  contest 
among  groups  for  group  recognition  or  preferm_ent. 

An  interesting  and  valuable  study  of  the  extent  to  Vv^hich  fusion 
by  marriage  has  taken  place  in  the  Territory  of  Hawaii  has  been 
made  b}^  Mr.  Vaughan  MacCaughey,  now  superintendent  of  public 
instruction  of  the  Territory.-  The  following  comprises  a  brief 
summary  of  the  conclusions  which  he  reached  from  a  stud}-  of  the 
records  of  many  hundreds  of  marriages: 

THE    rORTUGUESE. 

1.  The  majority  of  Portuguese  men  marry  Portuguese.  Their  national  preferences, 
outoide  their  own  group,  in  quantitive  sequence  are:  Hawaiian.  Caucasian-Hawaiian, 
Spanish,  Chinese-Hawaiian. 

2.  No  Poi-tuguese  men  married  full-blooded  oriental  women  (Chinese,  Japanese, 
Koreaus).  Only  2  married  Filipinos,  whereas  58  Portuguese  v/omen  marrie<l  Filipinos; 
J.9  Portuguese  men  married  part-oriental  women. 

3.  Of  the  total  marriages,  both  men  and  women,  174  were  with  mates  of  Pol\Tiesiau 
or  mixed  Polynesian  stock;  259  with  mates  of  American  or  north  European  stocic; 
67  were  with  mates  of  south  European  stock  (other  than  Portuguese). 

4.  Among  the  other  significant  figures,  from  the  standpoint  of  race-mingling,  are 
these:  194  Portuguese  women  were  married  by  Americans,  58  by  Filipinos.  28  by 
orientals,  24  by  Porto  Pticans,  63  by  Hawaiians  or  part-Hawaiians. 

5.  An  appreciable  percentage  of  Hawaii's  population  is  more  or  leas  infused  ^rith 
Portuguese  blood,  as  \ritnessed  by  the  marriages  of  lull-blooded  Portuguese  men 
and  women  with  mates  of  mixed  Portuguese  blood. 

2  Sec  "  Race  Mixture  in  lla^vaii,"  by  Vaughan  MacCaughey,  in  Journal  of  Heredity,  vol.  10,  Xos.  1  and  2. 


26  A   SURVEY   OF   EDUCATIOX   IN    HAWAII. 

These  facts  testify  t')  a  remarkable  breaking  dovrn  of  "race  barriers"  in  Hawaii; 
The  intermarrj-ing  of  the  Portuguese  with  other  peoples  in  Hawaii  is  only  exceeded 
by  the  Ilawaiians  and  the  Americans.  It  is  unfort\inate  that  we  do  not  possess 
detailed  accurate  eugenic  data  concerning  the  progeny  of  these  unions. 

THE    SPANISH    GROUP. 

1.  Most  Si^anish  men  married  Spanish  women.  Spanish  women  marry  freely 
outside  theii'  nationality. 

2.  A  small  amount  of  intermarrying  takes  place  between  Spanish  and  Portuguese. 

3.  A  notable  number  of  Spanish  women  are  married  by  Porto  Ricans  and  Filipinos, 

4.  The  intermarrying  V)etween  Spanish  and  Hawaiians  and  part-ITawaiians  is  very 
Blight,  especially  when  contrasted  with  the  Portuguese  in  this  regard. 

5.  Practically  no  Spanish  men  marry  oriental  women:  10  Spanish  women  were 
married  to  Koreans. 

6.  Practically  no  Spanisli  men  marry  Americans  r)r  Europeans  ('except  Portuguese). 
Spanish  women  have  been  married  l>y  Americans  and  Europeans. 

THE    XATIVE    HAWATIAXS. 

1.  Most  Ilawaiian  men  marry  Hawaiians.  Hawaiian  wcmen  marry  freely  outside 
their  own  race. 

2.  Notable  among  the  racial  ]>references  of  Hawaiian  men  iire  their  marriages  ^vith 
Caucasian-Hawaiians.  Chinese-PIawaiians.  and  Portuguese. 

3.  Hawaiian  women  were  selected  by  the  following  nationalities,  in  order,  Hawaiian, 
Caucasian-Hawaiian.  Clnnese.  Chinese-Hawaiian.  American.  Filipino.  Korean,  Portu- 
guese, Japanese. 

4.  Of  special  note  is  the  large  amount  of  intermarrying  between  the  A'arious  European 
stocks  and  the  Hawaiian  and  part-Hawaiian.  giA'ing  rise  to  a  unique  European- 
Polynesian- Asiatic  blend. 

5.  Two  hundred  and  fifty-five  Americans  married  Hawaiian  or  part-Hawaiian  mates; 
of  these  26  were  American  women. 

6.  In  view  of  the  fact  that  Japanese  comprise  over  50  per  cent  (over  100,000)  of  the 
total  population  of  Hawaii,  the  almost  negligilde  degree  of  intermarrj-ing  with  the 
Hawaiian  stock  is  extraordinary.  Only  4  Hawaiian  or  part-Hawaiian  men  married 
Japanese  women,  and  only  32  Japanese  men  married  Hawaiians  or  part-Hawaiians. 

AMERTCAXS,    BHITISH,    GERMANS. 

1.  Only  one-half  of  the  American  men  married  Americans:  most  (»f  the  American 
women  married  Americans.  In  numerical  order,  American  men  married  Americans, 
Portuguese,  Caucasian-HawaiiariS,  Hawaiians,  British,  German.  Chinese-Hawaiians, 
and  Porto  Ricans. 

2.  Only  13  American  men  and  3  American  women  married  Asiatics;  15  American 
men  married  Chinese-Hawaiians;  223  married  women  of  Hawaiian  or  part-Hawaiian 
blood. 

3.  The  116  American  women  who  did  not  marry  American  men  married,  in  order, 
British,  Caucasian-Hawaiians.  Germans.  Hawaiians,  Portuguese. 

4.  British  men  married,  in  order,  Americans,  British,  Caucasian-Hawaiians, 
Hawaiians,  Portuguese,  Germans,  Xorwegians.  Britisli  women  married,  in  order, 
British,  Americans,  Caucasian-Hawaiians.  Germans.  Portuguese. 

5.  Most  Germans  married  others  than  Germans,  in  order,  Americans.  Caucasian- 
Hawaiians,  Portuguese,  Hawaiians,  British. 

6.  The  direct  blending  vnth  Asiatic  stocks  is  almost  negligible,  although  considerable 
intermixture  is  taking  place  via  the  Chinese-Hawaiians. 


ANALYSIS   OF   THE   EDUCATIONAL  PROBLEM.  27; 

THK    CHIN'ESE. 

Over  half  the  Chinese  men  marry  Chinese  \vomen,  "svhile  most  Chinese  ^vomen  marry 
Chinese  men.  A  large  percentage  of  the  Chinese  men  marry  Hawaiian  or  part- 
Hawaiian  women,     ^'ery  few  Chinese  Women  many  Hawaiian  or  part-Hawaiian  men. 

Only  one  Chinese  man  has  married  an  American  W(:)man;  a  few  Chinese  women  have 
been  married  by  American  men. 

An  appreciable  amount  of  mingling  has  taken  place  between  the  Chinese  and  the 
Portuguese;  Chinese  and  Chinese-Hawaiian  men  marry  Portuguese,  SpanisJi,  Hawaiian, 
Caucasian-Hawaiian,  etc.  Ghinese-Portugue'se  men  and  v/omen  marry  Portuguese, 
Spanish,  Hawaiian,  Caucasian-Hawaiian,  etc.  There  is  remarkably  slight  mingling 
between  Chinese  and  Japanese  or  Koreans.  A  few  Chinese  men  have  married  Japanese 
women,  and  a  few  Chinese-Hawaiian  Women  have  been  married  ]>y  Koreans.  There 
ha^•e  been  a  few  marriages  of  Americans  and  north  Europeans  with  Chinese  and 
Chinese-Hawaiian  women;  the  Caucasian  mingling  is  chiefly  through  the  Caucasian- 
Hawaiians.  who  intermarry  freely  with  the  Chinese  and  Chinese-Hawaiians, 

Tlie  most  significant  feature  is  the  large  number  of  mixed  marriages,  in  which  the 
Chinese,  Hawaiian,  and  Caucasian  strains  intermingle.  Reece  ^  states:  "  There  seems 
to  be  no  reason  to  doubt  that  the  mixing  ^vill  proceed  at  a  moderate  rate.  This  does 
not.  of  course,  raean  that  Hawaii  will  be  given  oA^er  to  the  Caucasian-Hawaiian- 
Chinese  race.  The  Japanese  are  predominant  numerically,  and  promise  to  remain  so. 
The  Portuguese  constitute  a  bulky  element.  Both  are  prolific,  and  neither  contiibutes 
considerably  to  the  fusion.  What  is  likely  to  appear  is  the  gradual  growth  of  the  new 
stock,  fitting  itself  for  leadership  in  the  minor  business  and  clerical  actiA-ities  of  the 
islands." 

THE    KOREANS. 

There  are  now  about  5,000  Koreans  in  Hawaii,  mostly  alien  males.  1  )uring  the  five- 
year  period,  1913-1917.  404  Korean  men  married  and  311  Korean  women  married. 
It  is  noteworthy  and  most  extraordinary  that  all  of  the  Women,  Nrithout  exception, 
married  Korean  men.  The  women  of  no  other  race  in  Hawaii  have  a  like  record  for 
tenacious  adherence  to  racial  lines.  The  Women  of  no  other  race  have  married  only 
men  of  their  own  race.  The  Korean  men  have  ''out-married"'  to  some  extent,  but 
not  the  Women. 

THE    JAPANESE. 

Upon  comparison  with  Chinese  marriages  and  intermarriages,  it  is  noted  that  tliere 
is  little  tendency  on  the  part  of  the  Japanese  to  amalgamate  with  the  Hawaiians, 
whereas  the  Chinese  have  contributed  largely  to  the  formation  of  the  Chinese-Cau- 
casian-Hawaiian mixture.  Neither  do  the  Japanese  marry  as  freely  ^rith  tlie  Portu- 
guese as  the  Chinese  have  done. 

In  general,  Japanese  marry  only  Japanese;  they  show  remarkable  racial  allegiance, 
more  so,  as  a  race,  than  any  other  in  Hawaii.  A  few  Japanese  men  have  mamed 
Hawaiian,  part-Hawaiian,  and  Portuguese  women;  only  one  has  married  an  American 
Woman.  There  are  surprisingly  few  marriages  between  the  Japanese  and  the  other 
Asiatic  peoples  in  Hawaii.  A  few  Japanese  women  have  been  married  by  Chinese 
and  Koreans.  In  general,  Asiatics  in  Hawaii  breed  more  freely  with  Caucasian  stock 
than  they  do  among  themselves. 

The  Japanese  and  Koreans  contrast  strongly  with  the  Chinese  in  race  mixtures,  the 
former  groups  evincing  strong  clannishness  in  marital  selections:  the  latter  groups 
freely  breeding  "out." 

"  Tleece,  in  American  Journal  of  Sociology,  July,  1914. 
10146°— 20 3 


28 


A   SUPvVEY   OF   EDUCATION   IIST    HAWAII. 


JAPAXE  SE    ^ '  PICTUl?  E    BR  IDE  S  / ' 

From  the  foregoing  study  it  is  clear  that  all  races  except  the  Korean 
and  Japanese  are  fusing  rapidly  through  intermarriages,  but  that  the 
Japanese  group  is  maintaining  its  racial  distinctiveness.  Wlien  a 
Japanese  desires  to  marry  but  does  not  go  to  Japan  to  seek  a  bride 
he  asks  his  parents  or  a  middleman  who  m.akes  this  a  business  to 
select  an  ehgible  pei-son,  v.'hereupon  it  is  suggested  to  the  girl's 
parents  that  a  marriage  is  desired.  The  parents  on  both  sides  there- 
upon conduct  an  inquiry  into  the  character,  social  standing,  family 
relations,  health,  and  education  of  the  young  man  and  vroman.  If 
the  investigation  is  mutually  satisfactory,  photographs  are  exchanged, 
and  an  imderstanding  reached,  which  is  followed  by  a  regular  wedding 
ceremony  in  Japan,  attended  by  relatives  of  the  bride,  and  invited 
guests,  only  the  groom  being  absent.  Upon  the  arrival  of  the  '' pic- 
ture bride''  at  Honolulu  a  second  ceremony  is  performed  under 
American  laws  with  the  groom  present.  Most  of  the  older  Japanese 
prefer  a  ^'picture  bride"  to  one  taken  from  among  the  Plawaiian- 
born  vvomen  of  their  race,  maintaining  that  the  latter  are  too  ^ 'sassy." 
Many  of  the  young  men,  however,  who  are  born  in  the  islands,  prefer 
Japanese  girls  born  here,  and  an  increasing  proportion  are  turning 
away  from  Japan  in  selecting  their  wives. 

Under  the  ''gentleman's  agreement"  with  Japan  these  '' picture 
brides"  are  admitted  freely.  They  arrive,  of  course,  without  knowl- 
edge or  experience  of  America  and  of  American  ideals  or  practices, 
soon  becoming  mothers  of  the  children  who  will  presently  be  the 
voters  of  the  Territory.  As  long  as  this  stream  of  ''picture  brides" 
continues  flowing  into  Havraii,  just  so  long  will  there  be  a  '''first 
generation"  of  Japanese  in  the  islands.  The  extent  of  the  influx 
from  this  source  is  shown  in.  the  following  table: 

Number  of  '^picture  brides^'  arriving  at  Honolidv.  from  101 1  lo  1919.     Fiscal  year  ending 

June  SO.''- 

1911 865        ' 

1912 1,288 

1913 1.572 

1914 1.407 

1915 1.050 

191  fi 909 

THE    PKOGEXY    OF    RACIAL 

A  comprehensive  study  of  data  concerning  the  children  of  racial 
intermarriages,  which  could  easily  be  secured  in  Hawaii,  has  never 
been  undertaken.  The  principal  of  the  Kalihiwaena  public  scliool, 
Honolulu,  Mr.  Isaac  M.  Cox,  however,  has  made  an  interesting  begin- 


]917 

985 

1918 

.     1.017 

1919 

84S 

Total... 

.     9. 841 

Average 

per 

year 

-     LlOo 

VL    IXTERMA 

RRIAGES. 

1  From  records  of  Unitod  Slates  Immigration  Station,  iIonolul<i. 


a:n'alysi3  of  the  educational  problem.  29 

ning  in  this  field  by  collecting  and  analyzing  data  respecting  the  com- 
parative weight,  height,  and  ph3"sical  growth  of  the  race  groups 
found  among  the  children  of  his  school.  He  carefully  vreighed  and 
measured  414  Hawaiians.  909  part-Hawaiians,  749  Portuguese;  641 
Japanese,  and  261  Chinese  children.  From  the  tables  thus  secured 
he  draws  the  following  tentative  conclusions: 

1.  That  afl-Hawaiian  children  are  both  taller  and  heavier  than 
American  children. 

2.  That  Chinese  children  arc  a  trifle  taller  than  American  children, 
but  considerably  lighter,  being  of  a  more  slender  build. 

3.  That  part-Hawaiian  children  are  taller  than  all-Hawaiian  chil- 
dren, but  not  so  heavy,  particularly  in  the  case  of  the  girls. 

Tlie  foregoing  measurements  were  too  few  in  number  to  do  more 
than  suggc-st  that  from  the  standpoint  of  eugenics  interesting  and 
significant  tendencies  ma}'  be  developing. 

4.  THE  OCCUPATIONAL  NEEDS  AND  OPPORTUNITIES  OF  THE 
HAWAIIAN  ISLANDS. 

The  occupations  of  the  Hawaiian  Islands  center  about  the  two  chief 
industries — the  growing  and  milling  of  sugar  cane  and  the  g^rowing 
and  canning  of  pineapples.  While  the  production  of  pineapples  has 
increased  enormously  in  the  past  19  years,  rising  from  2,000  cases  in 
1901  to  5,071,976  cases  in  1919,  nevertheless  it  is  still  the  sugar  in- 
dustry which  comprises  the  greater  part  of  the  commercial  and  in- 
dustrial activities  of  the  islands.  It  is  in  this  industry,  too,  and  in 
associated  and  related  industries,  that  the  great  bulk  of  the  occupa- 
tions open  to  the  people  of  Hawaii  are  to  be  found.  Nearly  a  fifth 
of  the  entire  population  of  the  islands,  for  example,  is  carried  upon 
the  pay  rolls  of  the  sugar  corporations  alone,  while  many  additional 
worker^B  are  required  in  banks,  in  machine  shops,  on  wharves  and 
vessels  and  railroads,  and  in  stores  and  supply  houses,  because  of  the 
needs  of  this  industr}'. 

The  sugar  industry  as  it  is  conducted  in  the  islands  is  a  complex, 
highl^y  organized,  and  highly  centralized  industry.  The  difficulties 
which  have  been  overcome  in  bringing  it  to  its  present  proportions 
and  success  have  been  enormous,  requiring  the  expenditure  of  vast 
sums  in  adapting  the  processes  of  sugar  production  used  elsewhere 
to  the  peculiarities  of  Hawaiian  soils,  climate,  and  topography.  iViills 
and  boihng  houses,  equipped  with  intricate  and  expensive  apparatus, 
were  erected.  Inasmuch  as  the  greater  part  of  the  land  suitable  to 
agi-iculture  is  in  localities  deficient  in  rainfall,  irrigation  systems 
planned  on  a  large  scale  had  to  bo  constracted.  Expensive  scientific 
experiments,  still  being  conducted,  were  initiated  to  develop  new  and 
better  varieties  of  cane,  to  combat  numerous  pests,  to  increase  the 
productivity  of  the  various  soils,  and  to  improve  processes  of  manu- 


30  A   SUEVEY   OF   EDUCATION   IN    HAWAII. 

factiire.  Means  had  to  be  developed  for  getting  the  cane  from  field 
to  mill  and  from  mill  to  refinery,  the  latter  on  the  mainland,  and 
thence  to  market.  Furthermore,  camps  and  settlements  for  the 
laborers  and  their  families  were  constructed,  hospitals  erected,  and 
the  multitude  of  details  incident  to  providing  for  their  wants  ar- 
ranged for.  Besides  all  this,  the  laborers  themselves,  in  sufficient 
numbers  to  do  the  work  which  the  industr}^  requires  had  to  be  se- 
cured, which  meant,  as  we  have  alread}^  seen,  combing  the  world  for 
workers. 

For  the  reasons,  then,  that  large  initial  outlays  in  developing  a 
sugar  business  are  required;  that  the  industry  is  most  profitable 
when  conducted  on  a  large  scale;  that  large  grants  of  land,  formerly 
held  by  Hav\"aiian  chiefs,  came  into  the  control  of  sugar  growers;  and 
that  the  Territorial  Government  has  pursued  the  polic}'  in  the  past  of 
leasing  Government  lands  in  large  tracts  to  corporations  on  long  terms, 
the  sugar  industry  of  the  islands  is  almost  entirel.y  in  the  hands  of  a 
few  corporations — some  47  in  number.  As  in  many  mainland  enter- 
prises, policies  are  determined  and  directorates  are  named  by  a  small 
gi'oup  of  men  giving  their  entire  time  to  the  business.  This  control  is 
exercised  through  some  five  sugar  agencies  in  Honolulu,  each  repre- 
senting from  4  to  13  plantations  and  handling  crops  ranging  from 
55,000  to  160,000  tons. 

With  but  few  exceptions  all  of  the  incorporated  sugar  plantations 
belong  to  the  Hawaiian  Sugar  Planters  Association,  whose  directorate 
comprises  representatives  from  the  several  agencies.  This  association 
conducts  an  important  experiment  station;  compiles  statistics; 
supervises  marketing  arrangements;  recruits  labor,  maintaining  for 
the  purpose  agents  in  the  Philippines;  prescribes  wage  schedules  for 
field  hands,  and  has,  in  response  to  a  report  made  by  an  investigator 
called  in  from  the  mainland  to  examine  into  living  conditions  among 
plantation  laborers,  just  organized  a  new  bureau  to  be  called  the 
''industrial-service  bureau,"  created  to  deal  vdth  such  weKare  matters 
on  the  plantations  as  housing,  health  and  sanitation,  recreation  and 
amusem.ent,  industrial  relations,  and  cooperation  \vith  the  public 
scliools  in  educational-extension  projects. 

THE    OPPORTUNITY    FOR    THE    SMALL    FARMER. 

The  tillable  land  of  tlie  island  is  either  owned  or  controlled  by  large 
cor])orations  or  else  owned  by  the  Territory  itself.  Except  for  the 
homesteading  provisions,  incorporated  in  tlie  Organic  Act  under 
vrhich  the  Territory  is  governed,  there  is  no  desirable  land,  or  prac- 
ticall}^  none,  to  be  had  by  the  man  who  desires  to  become  an  inde- 
pendent farmer.  Under  the  homesteading  plan  about  3,000  persons 
have  secured  holdings  ranging  in  area  from  a  few  acres  to  80  acres 
each.     Of  this  number,  however,  1,097  own  homesteads  of  less  than 


ANALYSIS   OF   THE  EDUCATIONAL  PROBLEM. 


31 


10  acres  each,  an  area  not  large  enough  for  a  farmer.  Of  Territorial 
lands  there  remain  about  33,000  acres  of  good  agricultural  land  which 
accordmg  to  present  plans,  will  gradually  be  thrown  open  to  home- 
steaders. In  addition,  about  15,000  acres  of  arid  lands  on  Molokai 
and  7,000  acres  on  Kauai  could  be  made  suitable  for  agricultural 
purposes,  it  is  believed,  if  irrigation  facilities  were  developed.* 

Under  present  laws  governing  homesteading  no  power  is  granted 
the  land  board  of  the  Territory,  which  has  the  matter  in  hand,  to  select 
the  homesteader  because  of  his  capability  or  fitness  for  the  work,  the 
selection  being  made  wholl}^  by  the  drawmg  of  lots.  In  consequence, 
no  citizen  of  the  Territory,  however  much  he  may  desire  to  take  up 
agriculture  as  a  vocation,  setting  himself  up  as  an  independent  farmer, 
or  however  well  qualified  by  character  and  training  he  may  be  for 
undertaking  such  an  enterprise,  has  any  assurance  that  he  will  be 
able  to  secure  the  opportunity.  In  a  recent  drawing  held  in  the 
Territory  there  were  2,905  applications  for  261  plats  of  land.  The 
incapable  ones  and  those  who  had  made  a  complete  failure  in  every- 
thing they  had  previously  undertaken  had  an  equal  opportunity  with 
those  who  had  the  qualities  requisite  for  success. 

The  following  table  indicates  how  the  homesteaders  of  the  islands 
are  distributed  among  the  various  nationalities: 

Homesteads  taken  from  1896  to  1919,  distributed  by  nationalities.^ 


Nationality. 


Number 

of 
persons. 


Area  m 
acres. 


Average 
acreage 

per 
person. 


Appraised 
value. 


Japanese 

1 
1            164 

Cliinese 

1              70 

Portuguese  and   Spanish 

Hav/aiian 

1            938 

1  113 

Anc:lo-Saxon 

1          '524 

other  nationahties 

.   .   .     i            129 

Total 

2.9.'?8 

i 

4,513 
1,877 
48,554 
31,673 
36, 420 
10,453 


27.5 
26.8 
51.7 
28.4 
70.0 
80.0 


133.490 


45.5 


5114,294 

65,596 

415,499 

613,698 

361, 868 

77, 153 


1,048,108 


iFrom  Proposed  Amendments  to  the  Organic  Act  (Hawaii)  by  the  Legislative  Commission  of  Hawaii,  p.  61. 

Moreover,  the  activities  of  agricultural  character  open  to  the  small 
farmer  are  again  virtually  limited  to  sugar-cane  production,  or,  if  the 
altitude  of  his  farm  is  right,  to  pineapple  growing,  for  attempts  so  far 
made  to  grow  other  crops  on  a  commercial  scale  have  been  failures. 
Even  the  small  farmer  in  the  islands,  then,  is,  as  matters  now  stand, 
virtually  dependent  upon  the  big  plantation  corporations,  for  he 
looks  to  them  to  buy  his  crop,  to  advance  him  seed  cane,  fertilizer, 
store  supplies,  and,  in  instances,  the  wages  with  which  he  employs  the 
help  he  may  need.  The  time  of  harvesting  is  at  the  convenience  of 
the  mill  company  too,  while  most  of  the  apparatus  for  carrying  his 


*  See  Proposed  Amendments  to  the  Organic  Act  (Hawaii)  by  the  Legislative  Commission  of  Hawaii. 


32  *  A  SURVEY   OF   EDUCATIOIT   IIT   HAWAII. 

caiio  to  the  mill  is  supplied  by  it.  So  dependent  is  ]ie  in  fact  upon 
tho  powerful  corporation  that  he  is  an  independent  farmer  in  name 
only. 

Tlie  needs  of  the  islands  in  this  matter,,  ns  well  as  tlie  difficulties,  are 
well  stated  by  the  legislative  cornxmissioii  of  Hawaii,  now  seeking  to 
secure  amendments  to  the  Organic  Act. 

The  remaining  small  area  of  agricuUiu-al  land  in  ihe  Terriiory  sliould  ne  so  dis2>3sed 
of  as  to  insure  it  being  settled  by  a  class  of  citizen  farmers,  who,  not  only  while  per- 
forming their  homestead  duties,  but  also  after  the  issuance  of  a  patent,  will  remain  as 
the  active  owners  thereof,  and  interested  and  actively  concerned  in  its  development . 
^^^lat  this  Territoiy  needs  more,  ];>erhaps,  than  anything  else  is  a  ]x)dy  of  independent 
citi^^en  farmers  with  a  direct  and  independent  interest  in  the  welfare  of  the  commu- 
nity.    Unfortunately,  that  class  is  all  too  small  in  the  Territory  of  Hawaii. 

The  successful  farming  of  land  in  Hawaii  requires  something  more  then  a  mere  de- 
sire to  obtain  title  to  tracts  of  Government  land  at  small  cost.  As  these  lands  are  sup- 
posed to  be  sold  at  full  cash  value,  the  initial  expense  is  large.  The  successful  farming 
of  these  lands  calls  for  the  expenditure  of  a  consideralde  sum  of  money  per  acre,  and 
for  constant  industry  and  dilligence  in  the  care  and  cultivation  of  the  crops. 

It  must  be  clear  that  the  vocational  needs  as  well  as  the  vocational 
opportunities  of  the  islands  are  in  large  part  coimected  directly  or 
indirectly  with  the  sugar  industry,  and  in  a  less  degree  with  pine- 
apple grov\-ing.  Obviously,  the  educational  system  of  Hawaii  must 
take  into  account  the  specific  opportxinities  for  empiojvTnent  which 
the  sugar  industry  affords  in  all  its  phases.  It  is  pertinent,  therefore, 
to  inquu'e  about  the  nature  of  the  occupational  opportunities  which 
this  great  industry  ofiers  and  the  qualifications  required  for  success 
tlierehn. 

plaintatio:^^  and  :milling  activities. 

A  good  description  of  the  activities  incident  to  the  growing  and 
milling  of  cane  is  given  in  the  following  excerpts  from  the  1915  report 
on  ''Labor  Conditions  in  Hawaii,"'  prepared  under  the  direction  of 
th<^  United  States  Commissioner  of  Labor  vStatistics: 

Field  employment  covers  ail  occupations  outside  the  mill  and  office,  including 
those  of  workers  engaged  in  transportation  and  in  maintaining  field  and  camp  equip- 
ment. The  supervision  of  field  operations  is  in  charge  of  overseers,  knoAvn  locally  as 
'•Junafl,"  a  term  applied  to  all  foremen  below  the  manager.  The  manager's  salary  is 
sometimes  $1,000  a  month  or  more,  while  the  lowest-paid  foreman,  such  as  the  boss 
of  the  women's  gang,  receives  wages  little  above  those  of  a  good  field  hand.  Nearly 
every  plantation  has  a  head  carpenter  and  a  liead  blacksmith,  and  those  of  iai-ger  size 
liave  foremen  mechanics  in  other  trader.  These,  as  a  rule,  like  the  iunas,  are  salaried 
men  p-aid  by  the  calendar  month.  C-ommon  laborers  and  field  liands  are  paid  a  daily 
wage,  totaled  for  a  month  of  2G  woridng  days.  Some  assistant  mechanics,  especially 
on  large  plantations,  are  also  salaried  men;  but  lielpers  are  ordinary  laborers  trans- 
ferred from  field  work.  Train  crews  consist  of  an  engineer  and  an  assistant,  who  is 
usually  the  fireman.  During  the  season  when  cane  is  being  hauled,  and  on  large 
plantations  throughout  the  yeaT,  one  or  two  brakemen  are  empU>yed  for  every  loco- 
motive in  service.  Except  in  one  or  two  recent  instances,  steam  tractors  are  not 
uf^ed  for  plowing,  but  the  gang  plows  are  drawn  across  the  field  between  two  standing 


BUREAU    OF    EDUCATION. 


BULLETIN,    1920,     NO.    16      PLATE    1, 


TYPES    OF    KINDERGARTEN    CHILDREN. 


"THE     MELTING     POT." 
KAWAIAHAO    SEMINARY. 


1— Hawaiian. 
2— Ehu  Hawaiian. 
3— Japanese. 
4 — Chinese. 
5— Korean. 
6— Russian. 
7— Filipino. 
8— Portuguese. 
9— Polish  Russian. 
10— Hawaiian-German, 
1 1  —Hawaiian-Chinese . 


12— Hawaiian-Russian. 
1.3 — Hawaiian-.inaerican. 
14— Hawaiian-French . 
15— Hawaiian-Portuguese. 
16— Hawaiian- Filipino-Chinese . 
17— Hawaiian-Indian- American. 
18— Hawaiian- Japanese-Portuguese. 
19 — Hawaiian-Portuguese-American. 
20 — Hawaiian-Spanish-American. 
21— Hawaiian-Germ  an-Irish. 
22— Hawaiian-Spanish-Gennan. 


23— Hawaiian-Chinese- American. 
24— Hawaiian-Portuguese-IrLsh. 
25 — Hawaiian-Japanese-Indian. 
26— Hawaiian-Portuguese-Chinese-English. 
27— Hawaiian-Chinese-German-Norwegian- 
Irish. 
28— South  Sea  (Xauru)-Norwegian. 
29— African-French-Irish. 
30— Spanish-Porto  Rican. 
3 1 —Guam-Mexican-French . 
32— Sam  oan-Tahit  ian . 


BUREAU    OF    EDUCATION. 


BULLETIN,    1920,     NO.    15      PLATE    2. 


HAULING    SUGAR    CANE    TO    MILL. 


TARO     PATCHES— WAIMEA. 


^ 


lUREAU    OF    EDUCATION. 


BULLETIN,    1920,    NO.    16      PLATE    3. 


AN     HAWAIIAN    TYPE. 


^-■'''*k^. 


p 


PRIMITIVE     HAWAIIAN     HOME. 


BUREAU    OF    EDUCATION. 


BULLETIN,    1920,    NO.    15      PLATE    4-. 


HAWAIIAN     FISHERMAN. 


■^'^m^     * 


yg- ,    ^-~ 


HAWAIIAN     FISHERMEN. 


ANAJLYSIS   OF   THE   EDUCATIONAL  PROBLEM.     •  38 

engines  by  wire  ropes  -winding  ou  a  driiiii.  Two  engineers,  and  possibly  aa  many 
firemen  or  helpers  are  therefore  needed  for  each  plow.  In  addition  there  is  a  water 
tender,  who  hauls  water  and  fuel  for  the  engines.  Upon  the  plow  itself  is  a  steerer, 
who  directs  its  course  across  the  field,  and  several  riders.  Those  termed  surveyors 
upon  the  pay  rolls  are  often  no  more  than  fun-oAV  levelers,  who  lay  out  the  fields  before 
planting.  ]Mules  are  used  for  animal  cultiA'ation  which  presents  no  features  not 
familiar  upon  mainland  farm^.  Field  hands  are  employed  in  planting,  hoeing,  fer- 
tilizing, irrigating,  and  stripping.  The  latter  operation,  which  is  not  universally 
practiced,  consists  of  pulling  the  dead  leaves  off  the  lower  cxiiie  stalks,  thus  a.dmitting 
the  sunlight  and  aii'  that  make  the  sugar  in  the  cane  itself. 

Harvesting  consists  of  cutting  and  trimming  the  cane  and  getting  it  to  mill.  Some- 
times the  dead  leaves  are  burned  off  before  cutting.  Cane  cutters  are  usually  paid 
by  the  ton,  at  such  a  rate  that  their  earning  exceed  those  of  day  hands.  The  top 
joints  of  cane  are  used  as  seed;  and  in  case  of  varieties  which  it  is  desired  to  increase 
rapidly  the  entii'e  stalks  are  cut  into  Joints  for  planting.  This  also  is  a  t-on tract  opera- 
tion, but  is  paid  for  at  a  lovrex  rate,  and  is  light  work,  left  to  children  and  Tiomen,  or 
to  old  men.  ,\fter  the  cane  is  cut  it  is  bundled  and  caiiied  to  the  flume,  railway,  or 
wh'e  rope  conveyor,  according  to  the  kind  of  transportation  employed.  ^.len  and 
women  often  work  in  teams  at  this  occupation,  the  women  collecting  the  stalks  into 
bundles  and  the  men  carrying  the  heavy  bundles  to  their  immediate  loading  place. 
Men  delivering  the  cane  into  the  flumes  are  known  as  flumers,  but  the  .same  term  also 
designates  watchers  who  are  stationed  at  different  points  to  keep  the  flumes  clear. 
Loading  cane,  v\"hether  into  v\'agQns  or  railway  cai's,  is  done  aJmost  entirely  by  contract. 

Irrigated  plantations  have  a  group  of  special  occupations.  Reservoir  men  and 
ditch  men  ^ive  at  isolated  points  to  watch  the  water  heads  and  tura  the  water  at 
proper  times  into  main  feed  ditches.  A  corps  of  engineers,  oilers,  and  fii'emen  is 
required  to  operate  steam  pumps.  This  irrigation  force  is  on  duty  seven  days  a  week, 
except  during  occasional  periods  of  rainfall,  which  occur  even  in  the  drier  districts. 

After  cane  reaches  the  mill  it  is  crushed  between  rollei-s,  the  juice  is  clarified, 
filtered,  and  evaporated,  and  the  sugar  is  daied,  bagged,  and  shipped  or  warehoused. 
Most  mill  occupations  require  little  speciai  skill  and  command  no  higher  pay  than 
field  labor,  except  that  mill  hands  work  12  hours,  while  those  in  the  field  work  10 
hours.  A  few  positions  pay  higher  rates.  One  or  two  men  are  engaged  in  unloading 
cane  from  cars  by  a  mechanical  de^ice,  or  in  tending  feed  flume  where  cane  is  brought 
by  water.  If  cables  are  u^ed  they  usually  deliver  the  cane  directly  into  cars  on  a 
short  railway,  or  into  a  recei\ing  ya^d  at  the  mill  itself.  Foui"  or  five  men  form  a 
shift  on  the  carriers  or  endless  belt  conveyor  that  takes  the  cane  evenly  to  tlie  crusher. 
Modern  mills  ha"\e  9,  12,  or  15  rollers,  and  ihese  require  constant  attendance,  taking 
the  labor  of  as  many  or  more  men  than  serve  the  carriers.  From  the  mill  the  juice 
Is  pumped  into  receiving  tanks  in  the  boiling  house.  This  department  employs 
rather  more  skilled  labor  than  the  mill  proper,  as  some  experience  is  needed  at  every 
stage  of  operation  until  the  sugar  reaches  the  bags.  But  this  labor  is  of  attendance 
mainly,  and  does  not  require  severe  physical  exertion.  The  number  of  men  em- 
ployed at  each  stage  of  manufacture  varies  with  the  size  of  the  establishment:  but 
til  ere  is  at  least  one  man  at  the  liming  or  juice  tank,  another  on  the  clarifiers,  another 
on  the  filters,  one  or  mere  on  the  e^'aporators,  an  assistant  besides  the  sugar  boiler  at 
the  strike  pan  whei'e  the  concentrated  juice  is  crystallized,  and  a  man  for  every  large 
or  every  two  small  centrifugals.  The  labors  of  the  men  who  control  the  processes 
through  vrhicli  the  cane  juice  goes  from  the  mill  to  the  strike  pan  consist  principally 
in  passing  the  jrdce,  by  means  of  cocks  or  pumps,  from  one  tank  to  another,  either  at 
fixed  intervals  oi  time,  or  at  the  direction  of  the  sug£i..r  boiler  or  chemist.  In  better 
equipped  mills  are  several  intermediate  processes  not  mentioned,  but  they  are  nearly 
automatic. 


64:  A   SURVEY   OF   EDUCATION   IN    HAWAII. 

After  the  sugar  leaves  the  centrifugals  it  is  Lagged;  the  bags,  previously  marked, 
are  closed,  and  the  sugar  is  stacked  in  the  warehouse  or  on  cars  by  sug-ar-room  men. 
Scattered  through  the  boiling  house  are  tenders  to  the  molasses  and  juice  pumps. 
An  extra  man  may  have  charge  of  the  molasses  tanks;  a  woman  is  employed  to  repair 
filter  cloths;  and  the  chemist  or  sugar  boiler  ha5  helpers  or  sampling  boys,  besides 
whom  there  are  miscellaneous  and  extra  hands  with  no  specific  occupation.  In 
addition,  the  engineer  has  an  engine-room  staff  of  wipers  and  oilers,  water  tenders, 
and  firemen. 

The  mill  force  has  employment  only  during  the  grinding  season,  which  may  last 
from  three  to  nine  months,  and  in  a  few  places  irregularly  throughout  the  year.  During 
the  remaining  months  m-ost  of  the  ordinary  hands  return  to  field  occupations.  Skilled 
men,  such  as  the  engineer  and  his  helpers,  and  perhaps  the  sugar  boiler,  are  engaged 
during  the  "dead"  season  in  overhauling  and  repairing  mill  and  boiling-house  ma- 
chinery and  in  installing  new  apparatus.  Nearly  every  sugar  mill  in  Hawaii  is  in  a 
state  of  constant  change,  and  few  pass  more  than  a  season  ^vithout  modifying  or 
improving  their  equipment. 

Mills  generally  work  two  shifts  during  the  grinding  season,  the  hands  remaining  on 
duty  12  hours  and  taking  their  meals  in  the  building.  As  theii'  duties  v^-hile  exacting 
are  not  arduous,  the  extra  money  they  earn  makes  these  positions  eagerly  sought  by 
field  hands.  Some  mills  do  not  receive  enough  cane  to  work  double  shifts,  but  are  not 
able  to  handle  their  cane  in  ordinary  working  hours.  Under  these  exceptional  con- 
ditions it  is  the  practice  to  work  long  hours,  paying  an  excess  rate  for  o^'ertime.  In 
such  cases  men  make  increased  earnings  for  a  few  months,  their  hours  increasing 
towara  mid  season  and  declining  to  normal  when  the  grinding  is  finished.  So  little 
special  skill  is  required  for  mi  11  work  that  men  are  shifted  from  job  to  job  as  con- 
venience requires,  often  without  a  change  of  pay.  The  classification  of  occupations 
\'aries  in  different  factories,  and  is  at  best  very  shifting. 

A  typical  plantation  organization  comprises  several  divisions,  such 
as  field,  factory,  engineering,  ranch,  and  accounting  divisions;  each 
with  a  head  responsible  to  the  plantation  manager  and  each  having 
an  orgariization  of  its  own  comprising  foremen  and  skilled,  partly 
skilled,  and  unskilled  vrorkers,  as  the  several  needs  demand.  It  is 
obvious,  therefore,  that  to  carry  on  plantation  activities  a  body  of 
employees  is  required  having  a  wide  range  of  abilities  and  special 
skills;  and  it  must  be  obvious  also  that  within  the  scope  of  such 
activities  there  are  many  Oj^portunities  for  advancement  in  respon- 
sibility and  in  remuneration  for  the  individual  who  has  the  will,  the 
ambition,  and  the  ability  to  prepare  liimseK  for  promotion,  also  that 
there  is  a  variety  in  position  offered  sufficient  to  enable  the  individual 
to  exercise  considerable  choice  in  line  with  his  aptitudes  and  tastes. 

THE    PUBLIC    SCHOOL    IX    EELATIOX   TO    ISLAND    NEEDS. 

From  tlie  foregoing  analysis  of  the  occupational  needs  and  oppor- 
tunities of  the  islands  it  is  clear  that  a  course  of  school  study  and 
training  which  is  limited  to  the  usual  academic  subjects  would  ignore 
almost  entirely  the  very  heart  of  the  life  and  work  of  the  islands. 
Such  a  course,  beyond  that  general  preparation  through  securing 
literac}^  which  an  academic  course  gives,  would  in  nowise  minister  in 


AI^ALYSIS    OF    THE    EDUCATIONAL   PROBLEM.  35 

SiYiy  practical  way  eitlicr  to  the  success  of  the  individiiai  in  his 
attempts  to  find  a  Yocation  to  which  he  is  adapted  and  in  which  he 
would  derive  satisfaction,  or  to  the  needs  of  the  industries  themselves. 
The  schools  of  Hawaii  must  see  to  it  that  all  the  children  of  tlie  islands 
shall  grow  up  to  be  literate  men  and  women,  and  to  accomplish  this 
the  core  of  the  woik  of  the  schools,  as  of  schools  wherever  placed, 
must  consist  of  academic  studies  of  the  usual  type.  Furthermore, 
tlie  schools  must  see  to  it  that  the  way  is  open  at  the  top  so  tliat  those 
pupils  developing  an  aptitude  for  teaching,  for  law,  for  medicine,  for 
research  work,  for  linguistics,  for  the  ministry,  for  journalism,  shall 
secure  that  broad  educational  foundation  whicli  success  in  such 
highly  specialized  professions  demands.  Nevertheless,  outside  of 
teaching,  the  islands  offer  comparatively  few  opportunities  in  the 
professions;  therefore,  the  great  mass  of  the  children  and  3'oung  peo- 
ple nov/  in  the  schools,  if  they  are  to  become  stable,  self-supporting, 
worthy  members  of  society  must  find  their  opportunities  either  in 
agriculture  itseK  or  in  occupations  directly  related  to  agricultural 
enterprises.  Aside,  then,  from  the  core  of  work  running  throughout 
the  entire  system  from  the  kindergarten  to  the  university  which 
should  properl}^  make  for  literacy,  for  culture,  for  general  information, 
for  catholicity  of  view  and  of  interest,  the  school,  at  every  step  of 
the  way,  should  be  laying  a  foundation  for  occupational  success. 

The  elementary  school  in  this  connection,  for  exam^ple,  should  be 
devoting  much  attention  to  training  in  the  various  forms  of  hand- 
work, manual  work,  cooking,  simple  sowing,  the  making  of  beds, 
and  the  care  of  the  house,  the  making  of  school  and  home  gardens, 
the  organizing  of  pig  clubs  and  poultry  clubs,  and  in  the  use  of  tools 
through  making  simple  repairs  and  through  making  articles  for  use 
in  the  home. 

Every  junior  and  senior  high  school  in  the  Territory  should  have 
near  by  a  well-stocked  farm  in  charge  of  a  practical,  progressive, 
scientific  farmer  and  his  wife  who  herself  should  be  an  expert  in  all 
those  matters  properly  falling  within  the  field  of  tlie  duties  of  a  house- 
wife on  a  farm.  It  should  be  required  that  every  boy  and  girl  going 
through  school,  no  matter  where  headed,  should  spend  some  time 
each  da}"  on  the  farm  in  gaining  through  actual  experience  a  first- 
hand knowledge  of  what  it  meatus  to  farm  in  Hawaii  in  a  practical 
way.  In  the  classrooms  of  these  schools,  a  portion  of  the  time  could 
weU  be  devoted  to  a  discussion  of  those  theoretical  and  scientific 
considerations  which  lie  back  of  the  problems  which  naturally  grow 
out  of  the  activities  of  the  farm. 

The  university,  aside  from  offering  courses  on  the  campus  at  Hono- 
lulu in  applied  arts  and  sciences,  could  well  have  a  branch  set  down 
in  one  of  the  islands  among  the  plantations,  where  the  university 


36  A   SURVEY   OF   EDUCATION   IN   HAWAII. 

could  send  its  youiig  men  who  arc  lookino;  forward  to  plantation 
service  in  a  directive  capacity.  At  sucli  a  branch,  opportunity 
s]iould  be  provided  whereby  a  capable  young  man  might  spend 
one-haK  liis  time  in  actual  field  service  and  tlio  other  half  in  the  col- 
lege branch  working  under  the  direction  of  persons  trained  in  plan- 
tation science.  A  training  of  such  character,  both  scientific  and 
practical,  would  offer  a  satisfactory  career  to  one  who  Vvdshes  to  make 
preparation  for  it.  (vSee  the  discussion,  in  Chapter  II,  of  the 
Lahainaiuna  Trade  School.) 

A   LENGTHENED   SCHOOL   DAY   REQUIRED. 

To  cover  a  program  of  such  character,  in  addition  to  carrying 
forward  a  minimum  core  of  cultural  study,  a  longer  school  day  than 
now  prevails  in  elementary  and  high  school  divisions  is  required. 
Experience,  however,  has  shovv^n  that  when  three  hours  per  day  are 
given  up  to  hard,  persistent;  intensive  study  by  fresh  minds,  chil- 
dren make  faster  progress  than  they  do  when  they  dawdle  along  for 
five  hours  as  they  now  do  in  most  schools  everywhere.  It  is  con- 
fidently believed  that  a  seven  or  an  eiglit  hour  school  day  during  which 
work  with  the  hands,  intensive  study,  and  free,  spontaneous,  joyous 
play  are  rotated  with  proper  frequency,  will  suffice  to  give  adequate 
training  both  for  culture  and  for  successful  adaptation  to  vocational 
needs.  Three  hours,  then,  devoted  to  intensive  study;  two  or  three 
hours  devoted  to  vrork  with  the  hands,  in  the  shops  or  laboratories, 
in  the  cooking  and  sewing  rooms,  and  in  the  school  and  home  gardens 
or  on  the  school  farm;  and  two  hours  devoted  to  intermissions  and  to 
free  play,  will  be  ample  to  enable  the  school  to  accomplish  the  task 
which  life  and  work  in  the  Hawaiian  Islands  properly  demand  of  it  in 
its  tln^eefoid  function  of  subserving  the  interests  of  (1)  the  N"ation, 
through  training  for  citizenship;  (2)  the  community,  through  pro- 
viding workers  competent  to  carry  on  its  activities;  and  (3)  the 
individual,  througli  giving  him  the  opportunity  of  '/finding  himself.'' 

5.  WHEREIN  THE  SITUATION  DIFFERS  FROM  THAT  ON  THE  MAINLAND 

The  influx  of  immigrants  has  brought  about  a  social  situation  in 
the  Hawaiian  Territory  which  is  exceedingly  complex.  Novv-here  else 
in  the  entii-e  United  States  is  there  another  large  political  ujiit  la-oken 
up  into  so  many  groups  that  are  so  sharply  and  profoundly  differe]!- 
tiated  along  race  lines.  Obviously,  then,  in  the  Hawaiian  Territory 
that  instrument  which  the  country  has  devised  for  the-  making  of  an 
enlightened  and  intelligent  citizenship,  the  public  scliool,  has  its  most 
difficult  task  to  perform — one  which  will  put  it  to  the  severest  test. 


AX.VLYSIS    OF    THE    EDUCATI02«^i\ju   PROBLEM.  37 

IGXOEAXT    OF    ENGLISH    UPON    ENTEllING    SCHOOLS. 

Investigations  wiiicli  have  been  made  disclose  the  fact  that  when 
children  of  the  islands  enter  school  at  6  or  7  years  of  age,  not  more 
than  2  or  :^  per  cent  can  speak  the  English  language.  The  teachers, 
therefore,  from  the  \'ery  first,  before  they  can  begin  where  teachers 
in  the  States  begin,  must  establish  a  Vv'orking  vocabulary  to  serve  as 
a  medium  of  communication  between  teacher  and  child.  In  many 
instances  it  is  vreelvs  before  the  teacher  can  make  herseK  understood. 
Furtherm.ore,  many  of  those  who  do  come  "with  some  knowledge  of 
English  would  better  not  have  any  at  all,  for  it  is  the  jargon  of  the 
})iantations  and  the  "'^pidgin  English'^  of  the  streets,  which  m.ust,  in 
the  end,  be  eliminated. 

NATURAL    ENDOWMENT    OF    RACES    COIVlPARED, 

Respecting  the  stock  from.  A^'hich  these  children  come,  it  is  clear 
from  what  has  already  been  said  about  the  history  of  assisted  immi- 
gration that  the  parents  of  these  children,  in  a  very  large  majority 
of  cases,  come  from  the  humblest  and  most  ignorant  classes  m  their 
r&spective  home  countries.  The  children  of  these  parents  therefore 
enter  school  without  that  fund  of  geiieral  hiformation  and  knowledge 
and  that  alertness  of  mind  which  the  children  from  American  homes 
in  the  States  have  as  a  part  of  their  initial  mental  equipment.  Fur- 
thermore, the  home  life  of  the  child  living  on  a  Hawaiian  plantation 
is  bare  and  terribly  impoverished,  as  compared  Vv'ith  that  of  the  child 
of  the  tj'pical  American  home,  even  of  the  poorer  classes.  His  men- 
tal images  and  his  sense  experiences  are  pitifully  small.  In  conse- 
quence, the  teacher  of  the  Hawaiian-born  children  vdio  enter  school 
for  tlie  iirst  time  is  struck  with  their  unresponsiveness,  their  lack  of 
spontaneity,  their  apparent  stoliditj-.  While  this  may  be  partially 
racial,  it  is  chiefly  environmental  and  yields  in  time  to  the  skillful 
teacher  who  perceives  that  she  must  begin  b}^  furnishing  the  child's 
mental  chambers  v\-itli  pictures  and  images  and  sense  impressions  in 
which  he  is  interested  and  about  which  he  desires  to  talk. 

So  far  as  natural  endowment  is  concerned,  however,  it  is  asserted 
by  many  that  all  children  of  whatever  racial  groups  are  about  on  the 
same  level,  and  that  social  eiivironment  rather  thaii  heredity  is  the 
differentiating  factor.  A  recent  investigation  carried  on  by  Mr.  M. 
M.  Scott,  of  the  McKinley  High  School.  Honolulu,  disclosed  the  fact 
that  the  teachers  of  the  faculty  were  in  agreement  on  tlie  follovdng 
observations,  based  on  a  study  of  the  records  made  by  Caucasian 
and  oriental  children:  That  the  natural  endowment  of  orientals  and 
whites  is  about  the  same;  that  the  orientals  have  a  greater  j^ower  of 
continuous  attention  to  study;  that  the  attitude  and  conduct  of  the 


38  A   SURVEY   OF    EDUCATION   IN    HAWAII. 

orientals  is  generally  above  reproach,  which  can  not  be  said  nniver- 
salh'  of  the  Caucasian  children;  and  that,  while  the  white  children 
have  a  greater  fund  of  general  information  gained  from  sources  out- 
side of  books,  the  orientals  seem  to  surpass  them  in  the  ability  to 
get  from  books  essential  facts  and  conclusions.  If,  then,  the  same 
environment  and  the  same  opportunity  were  given  to  the  various 
racial  groups  of  the  Hawaiian  Islands,  there  is  much  evidence  to 
indicate  that  the  educational  results  would  be  quite  as  satisfactory 
as  are  the  results  in  the  vStates  gamed  by  English-speakhig  children. 

NO    ENGLISII-SPEAPZIXG    (  HILDREN    OX    THE   PLAYGEOUXD. 

The  teacher,  too,  in  the  islands,  as  compared  with  the  vStates,  is 
further  handicapped  in  her  efforts  to  teach  the  English  vernacular 
by  the  fact  that  there  are  virtually  no  children  from  English-speakmg 
homes  to  mingle  with  the  children  of  the  various  races  in  their  sports 
and  games,  thereby  serving  as  powerful  allies  in  popularizing  the 
English  tongue.  Enrolled  in  the  schools  of  the  islands,  public  and 
private,  there  are  only  about  2,400  children  with  whom  the  English 
language  is  native;  1,500  of  these  are  m  private  schools  and  900  in 
public  schools.  Obviously,  900  children  scattered  among  36,000  will 
exercise  no  appreciable  influence;  rather  the  danger  is  that  they  them- 
selves will  be  overwhelmed  by  sheer  numbers  and  their  own  language 
corrupted  by  incorrect  forms.  Play  and  the  playground  constitute 
a  tremendous  asset  to  the  teacher  on  the  mainland  who  chances  to 
have  children  of  foreign  parents,  an  asset  whose  importance  is  little 
realized  until  one  is  brought  face  to  face  with  the  situation  which 
obtains  v.here  it  is  no  longer  a  factor. 

AX  UXSTABLE  TEACHING  FORCE. 

The  instability  of  the  teaching  force  of  the  islands  is  another 
handicap  under  which  the  schools  are  working.  It  is  true  that  the 
teaching  force  of  every  State  in  the  countr}^  is  very  much  more 
unstable  than  is  desired,  and  this  impermanence  has  been  very  greatly 
accentuated  durmg  the  war  when  other  activities  paying  larger  sala- 
ries made  such  inroads  mto  the  teaching  force  of  the  countr}^  The 
records  in  the  office  of  the  Territorial  superintendent  disclose  the  fact 
that  during  the  past  10  years  1,785  teachers  have  entered  the  public 
school  system  of  the  islands,  of  which  number  1,014  have  dropped  out. 
In  addition,  there  are  240  teachers  still  in  the  service  who  entered 
more  than  10  years  ago,  38  from  the  mainland  and  202  from  the 
islands. 

Of  the  1,014  teachers  who  entered  and  left  the  service  during  the 
lO-year  period  in  question,  838  dropped  out  during  the  first  three 
years  of  service:  while  521,  approximately  30  per  cent  of  the  entire 


ANALYSIS   OF   THE  EDUCATIONAL  PROBLEM, 


39 


group,  remained  no  longer  than  one  year.  Tlie  median  or  middle 
point  of  service  is  approximately'  three  years,  that  is,  about  as  many 
have  taught  three  years  or  more  as  have  taught  three  years  or  less. 
A  table  showing  the  facts  regarding  service  in  detail  follows: 

Length  of  service  of  teacherH  evtering  the  public  schonls  of  Han  a ii  during  a  10-year  'period, 
September,  1909,  to  December,  1919. 


Years  of 

service 

before  leaving. 

Still  in 
service. 

Total. 

0-1 

2 

3     1     4 

j 

5     1 
1 

5     !      7'         8 

9 

10 

Teachers  coming  from— 

The  mainland 

The  islands , 

292 
229 

119 
70 

! 

45         33 
53         31 

i 

-1 

18  i        2           3 
13  !       16           7 

3 

8 

1 

3 

258 
a  513 

818 
967 

Total 1 

521 

219 

98         64 

38  1 

31  ,       18         10 

11 

4  1        771 

1,785 

1  Not  including  28  senior  students  of  the  Territorial  Normal  School  teaching  in  the  public  schools. 

Much  is  said  in  the  islands  in  criticism  of  the  ''tourist''  teacher 
from  the  mainland  who  com.es  to  the  islands  m.erely  for  adventure 
and  for  sight-seeing,  and  who  leaves  after  she  has  had  her  fill  of 
both,  and  before  she  has  been  long  enough  in  a  school  to  have  become 
sufficiently  famdliar  with  conditions  to  enable  her  to  render  eflacient 
service.  In  order  to  determine  how  the  proportion  of  m.ainland 
teachers  leaving  each  year  compares  with  the  loss  of  island  teachers, 
the  preceding  table  should  be  expressed  in  percentages.  This  table 
follows : 

Proportion  of  m.ainland  and  island  teachers  leaving  service  during  a   10-year  period 
September,  1909,  to  December,  1919. 


Years  of  service  before  leaving. 

1  Still  in 

0-1 

2     13     14 

1            1 

5           6 

i           (           1           i  service. 

7     1     8    !     9    1    10    ! 

Teachers  coming  from— 

The  mainland 

F.ct. 
35.7 
23.6 

j          ! 
P.  ct. :  P.  ct.  1  P.  ct. 

18. 2  i     5.5  1     4.0 
7.3       5.5      3.1 

P.ct.'  P.ct. 

1.7  j    2.2 
2.6       1.3 

P.  ct.  P.  ct.  i  P.  ct.  p.  ct.  i  p.  ct. 
0.3       0.4  i    0.4  !    0.1          31.5 

The  islands 

1.7  '      .7  1      .8  i      .4          53.0 

i           i           i 

This  table  shows  that  more  than  one-half  of  the  mainland  teachers 
drop  out  during  the  fu*st  two  years  of  their  service,  while  among 
island  teachei^  the  loss  during  the  sam-e  period  is  about  36  per  cent. 
After  the  first  two  years  of  service,  however,  the  proportionate  loss, 
year  by  year,  runs  about  the  same  for  both  groups. 

In  this  connection  it  will  be  of  interest  to  note  how  those  still  in 
the  department  are  distributed  in  respect  to  length  of  service.  This 
distribution  is  shown  in  the  table  which  follows. 


40  A  SURVEY   OF   EDUCATIOJN'   I^'   HAWAII. 

Teachers  now  in  the  'public  schools  of  JIav:aii.  distrihuicd  as  to  length  of  service. 


Years 

of  service. 

0-1 

2 

3 

4 

5 

G 

7 

8 

9 

10 

Over 
10 

years. 

Total. 

Teachers  f  rom— 

The  mainland 

The  islands 

109 
95 

^2 
70 

37 

67 

21 
61 

9 
56 

3? 

i 

6           6 
38  :      36 

9 
32 

1 
1 
1  !          38 
21  1  .     202 

290 
715 

Total 

204 

122 

104 

S3 

65 

45 

44  i       42 

41 

22 

240 

1,011 

The  foregoing  tables  1)}^  no  means  indicate  the  degree  of  insta- 
bility among  the  teachers  of  the  islands,  for  they  take  no  account  of 
the  transfers  among  schools  within  the  S3'steni  which  take  place  in 
great  numbers  at  the  beginning  of  each  term.  Outside  the  cities  it 
is  rare  to  find  in  any  school  moK^.  than  a  yery  few  teachers  who 
retahi  their  assignments  more  than  a  year. 

Such  impermaneney  in  the  teaching  coi'ps  as  the  foregoing  tables 
disclose  seriously  handicaps  the  superintendent  and  his  superyisors 
in  working  out  a  unified,  consistent,  and  well-coordinated  educa- 
tional policy.  Furthermore,  it  is  clear  that  teachers  who  enter  the 
department  to  leaye  it  at  the  first  opportunity  are  not  likely  to  give 
to  their  work  that  unremitting  application  necessary  to  secure  the 
best  results.  Even  under  the  most  fayorable  conditions  there  will 
always  be  many  transients  among  teachers,  but  good  instructional 
opportunity  for  children  reciuires  that  serious  effort  be  made  to 
stabilize  the  teaching  force. 

The  instability  in  the  teaching  corps  is  in  striking  contrast  to  the 
situation  which  prevailed  among  the  elementary  schools  of  Prussia 
prior  to  the  outbreak  of  the  war.  In  these  schools,  which  were 
remarkable  for  producing  the  kind  of  efficiency  which  Germany 
demanded,  45  per  cent  of  the  male  teachers  of  the  cities  had  been  in 
service  more  than  20  years  and  only  6.69  per  cent  had  had  less  than 
6  years'  service,  while  77.67  per  cent  had  served  more  than  10  years.^ 
Conditions  of  salary,  of  tenure,  of  retiremeiU  provisions  are  such  that 
teaching  in  Germany  had  become  a  profession  wherein  those  who 
entered  did  so  intending  to  remain  in  the  work  for  life.  The  Ger- 
man elementary  teacher  never  received  a  large  salary,  but  it  was 
sufficient  to  provide  him  w^ith  a  comfortable  homo,  an  education  for 
his  childi'en,  a  margin  of  savings,  and  a  pension  upon  retirement 
which  would  keep  him  from  want  for  the  remainder  of  his  days.  If 
teaching  in  America  is  ever  to  become  a  profession.,  it  will  be  only 
after  some  such  provisions  have  been  made  to  secure  greater  per- 
manency in  the  teaching  force. 

5  Alexander:  The  Prussian  Elementary  Schools.    Macmillan,  1918,  p.  197. 


ANALYSIS   OF   THE   EDUCATIONAL   PROBLEM.  41 

The  Territory  of  Hawaii  has  taken  a  step  in  this  direction  which 
is  a  wise  one,  that  is,  to  erect  in  close  proximity  to  all  rural  and 
plantation  schools  cottages  for  teachers  and  principals  to  be  used 
without  charge.  Steps  are  now  being  taken  to  furnish  these  cottages 
in  ail  attractive  and  homelike  manner.  Many  of  the  earlier  cottat^es 
are  not  pleasing,  and  in  some  instances  they  are  scarcely  habitable, 
but  the  later  models  are  very  comfortable,  couYenient,  and  attrac- 
tive. Teachers  occupying  these  cottages  are  put  to  no  necessary 
expense  other  than  m  providmg  themselves  with  food  and  the 
services  of  maids  if  they  so  desire.  In  consequence  of  this  arrange- 
ment the  living  expenses  of  teachers  need  not  cost  more  than  $25 
per  month.  If  it  were  not  for  this  plan,  it  Vv^ould  be  impossible  to 
maintain  schools  in  many  parts  of  the  islands,  for  most  of  the  planta- 
tion settlements  are  entirely  without  facilities  for  board  and  living 
ac  comjnod  a  tions . 

Despite  this  wise  step,  taken  to  render  the  conditions  under  which 
teachers  work  more  favorable,  the  shifting  about  among  teachers  as 
well  as  the  loss  from  the  teaching  corps  is  much  greater  in  the  islands 
than  normally  ol) tains  on  the  mainland.  In  itself  this  problem  is  a 
serious  one  in  the  islands.  Suggestions  for  making  the  teaching  force 
more  stable  are  given  in  a  later  chapter  of  this  report. 

MANY    POORLY    QUALIFIED    TEACHERS. 

Fm'thermore,  in  the  past  3'ear  or  two  particularly,  the  educational 
authorities  of  the  Hawaiian  Islands  have  had  difficulty  m  securing 
teachers  v/ith  even  moderate  qualifications.  Indeed,  even  now  some 
schools  are  closed  because  of  the  inability  to  secure  teachei*s  of  any 
kind.  As  a  makeshift  there  are  now  in  the  corps  some  who  have 
not  had  more  than  an  eighth  grade  education,  plus  a  6-weeks'  summer 
school  course  at  a  normal  school;  others  are  teaching  without  having 
been  certificated  at  all;  again  others  are  cadet  teachers  stih  in  norm.al 
school,  having  been  asked  to  RR  vacancies  for  a  term  at  least.  Despite 
the  fact  that;  relatively  speaking,  the  Territory  is  paymg  good  salaries 
to  the  teaching  corps,  there  seems  to  have  been  great  difhculty  in 
getting  a  teaching  force  adequate  m  numbers  and  m  many  instances 
vnth  even  moderately  satisfactory  preparation. 

IX ADEQUATE    SUPERVISION . 

^Vgam,  as  compared  with  the  progressive  sections  of  the  States, 
there  is  a  lack  of  a  close  supervision  of  teachers,  professional  and 
educational  in  character  and  helpful  in  its  influence.  The  su])er- 
vision  districts  are  large,  and  the  Territorial  legislature  has  limited 
the  number  of  supervising  prmcipals  to  three  on  the  Island  of  Hawaii, 
two  on  the  Island  of  Oahu,  one  in  Honolulu  and  one  outside,  and 
one  each  on  the  Islands  01  Kauai  and  Maui. 


42  A  SURVEY   OF   EDUCATIO:^^'   IN   HAWAII. 

The  situation  in  the  district  of  West  Hawaii  is  typical.  Here  the 
region  covered  b}^  the  supervising  principal  comprises  a  narrow  belt 
of  habitable  land,  169  miles  in  length,  skirting  the  shores  of  the  island. 
This  strip  of  cane,  pineap})le,  and  coffee  lands  is  dotted  with  small 
settlements  of  laborers  and  their  families,  who  work  on  the  planta- 
tions. A  public  school  has  been  organized  in  every  settlement. 
The  settlements  are  all  connected  by  a  belt  road  which  encircles  the 
island.  While  this  road  is  splendid  in  parts,  in  places,  for  distances 
of  many  miles,  it  is  very  bad,  at  times  indeed  being  almost  impassable 
for  automxobiles.  This  supervision  district  comprises  27  schools, 
with  01  teachers,  and  3,000  pupils,  ranging  in  grade  from  the  first  to 
the  eighth,  and  representing  14  nationalities. 

Inasmuch  as  the  only  supervision  the  teachers  of  this  group  of 
schools  receive,  in  addition  to  what  principals  can  give  who  teach 
full  time,  is  that  given  by  the  supervising  principal  of  the  district, 
it  is  obvious  that,  as  compared  with  similar  situations  in  the  States, 
it  is  most  inadecjuate.  It  is  doubly  meager,  too,  when  account  is 
taken  of  the  impermanent  and  shifting  character  of  the  teaching 
corps  and  of  the  fact  that  many  persons  are  assigned  to  classrooms 
who  are  without  teaching  experience,  %yho  themselves  in  many  cases 
have  only  an  eighth  grade  education,  and  who  are  totally  without 
practical  knowledge  of  the  teaching  art.  The  helpful  professional 
super-vision  of  classroom  instruction,  the  kind  of  supervision  which 
can  and  does  consider  the  intimate  difficulties  of  the  individual 
tearher,  the  kind  of  supervision  v/hich  most  communities  in  the  States 
are  nov/  insisting  upon,  is  almost  whoUy  lacking  in  the  Hawaiian 
Territory.  Of  necessity,  under  present  conditions,  the  work  of  the 
supervising  principals  must  remain  largely  administrative,  dealing 
with  matters  of  a  physical  and  business  character  chiefly.  This  is 
a  necessary  work,  and  it  can  not  be  neglected  or  shirked,  and  it  seems 
to  be  done  efficiently;  indeed,  the  corps  of  supervising  principals 
deserve  much  credit  for  the  progress  which  the  schools  already  have 
maide;  but  it  is,  of  course,  no  adecjuate  substitute  for  that  helpful, 
inspirational,  personal  supervision  Avhich  trained  and  experienced 
men  and  women  in  the  States  are  giving  to  the  teachers  in  their 
charge. 

THE  FOREIGN  LANGUAGE  SCHOOLS. 

Another  handicap  of  serious  character  under  which  the  public 
schools  of  the  Territor}^  are  laboring,  and  with  which  there  is  nothing 
comparable  in  the  States,  is  the  system  of  foreign  language  schools 
which  has  grown  to  formidable  proportions,  particularly  among  the 
Japanese.  Among  the  island  settlements,  however  isolated  or  remote, 
wherever  there  is  a  group  of  Japanese  laborers  and  their  families,  there 
is  also  alongside  the  public  school  or  very  near  to  it  a  school  set  apart 


ANALYSIS   OF   THE   EDUCATIOXAL  PROBLEM.  43 

for  the  Ja])anese  children  ^vho  attend  the  public  school.  One  year 
ago  there  were  168  of  these  schools  in  the  Hawaiian  Islands,  manned 
by  449  teachers,  and  having  an  aggregate  enrollment  of  about  20,000 
pupils.^  A  number  of  new  schools  have  been  organized  since,  and 
in  instances  considerable  sums,  reaching  $7,000  in  one  case,  have  been 
expended  for  the  purchase  of  additional  sites.  In  addition  to  the 
Japanese,  the  Koreans  and  Chinese  have  established  language  schools, 
some  22  in  num.ber  v\nth  about  40  teachers  and  approximately  2,000 
children. 

Almost  aU  of  these  schools  are  of  elementary"  grade,  though  there 
are  a  fev\"  Ivindergartens,  and  in  11  schools  the  work  parallels  the  Terri- 
torial high  schools,  in  part  at  least.  In  all  instances  the  teachers  of 
the  Japanese  schools  are  brought  direct  from  Japan  for  the  purpose. 
They  are  certificated  teachers  in  their  home  country  and,  in  a  number 
of  cases,  are  recommended  to  the  local  Japanese  authorities  by  the 
educational  department  of  Japan.  None  of  the  teachers  were  born 
or  educated  in  Hawaii. 

Except  for  some  10  Christian  schools,  the  others  were  organized 
under  Buddhist  auspices.  In  response,  however,  to  local  agitation 
a  number  of  Japanese  leaders  have  urged  that  they  be  separated  from 
religious  connections.  In  consequence,  a  num^ber  of  them  have 
declared  themselves  ^'independent,^'  but  there  is  much  evidence  to 
show  that  with  many  of  this  group  the  separation  has  been  in  name 
and  not  in  fact. 

Five  Buddhist  sects  prevail  in  the  islands,  the  Hongv/anji,  the 
Jodo,  the  Sodo,  the  Shingon,  and  the  Xichiren,  but  the  Hongwanji  is 
by  far  the  most  povrerful  and  dominates  the  Japanese  school  situation. 
Many  of  the  teachers  of  the  schools  of  this  sect  are  Buddhist  priests, 
wholly  unacquainted  vrith  English,  and  out  of  sympathy  with 
American  ideals  and  institutions. 

The  daily  sessions  of  these  schools  vary  with  different  schools. 
In  some  instances,  though  not  in  many,  children  attend  the  Japanese 
language  school  from  6  a.  m.  to  8.30  a.  m.;  when  they  leave  for  the 
public  schools.  In  other  schools  the  morning  session  is  not  so  long, 
the  children  arriving  at  7  a.  m.  or  7.30  a.  m.  for  a  session  of  an  hour 
or  an  hour  and  a  half.  There  is  also  an  afternoon  session  after  the 
public  school  has  dismissed,  generally  for  an  hour,  but  in  some  cases 
for  an  hour  and  a  half.  In  some  schools  the  children  attend  both 
morning  and  afternoon  sessions;  in  other  schools  the  older  children 
attend  in  the  morning,  the  younger  in  the  afternoon. 

Many  of  the  children  have  no  breakfast  before  leaving  their  homes, 
but  take  cold  food  along  with  them,  which  they  eat  on  the  way  or 
between  the  morning  session  of  the  Japanese  school  and  that  of  the 
public    school.     Until    recently    Japanese    children    attended    their 

6  Statistics  compiled  by  the  Territorial  Department  of  Education. 
10146"— 20 4 


44^  A   SUEVEY   OF    EDUCATION   IN    HAWAII. 

schools  on  Saturdays  and  the  year  round  as  well;  except  for  a  two 
weeks'  summer  vacation;  now,  however,  the  summer  vacation  has 
been  extended  to  a  m.onth;  no  work  is  required  on  Saturday,  and 
other  vacations  corresponding  more  nearly  ta  those  of  the  public 
school  are  allowed. 

The  opinion  is  almost  universiil  among  the  teachers  of  the  public 
schools  that  these  language  schools  are  a  serious  drag  upon  their 
own  efforts.  It  is  pointed  out  that  the  child's  attention  is  divided; 
that  in  many  instances,  particularly  with  the  younger  children,  they 
are  stupid  with  sleep  and  do  not  respond- readily;  and  that  the 
method  which  the  Japanese  teacher  employs  in  conducting  recitations 
is  diametrically  opposed  to  that  employed  by  the  public-school 
teacher.  Japanese  recitations  are  largely  the  verbatim  repetition 
of  the  words  of  the  text;  repeated,  it  should  be  said,  in  a  sing-song 
manner;  teachers  of  the  public  school  are  seeking  for  the  spontaneous 
expression  in  the  child's  own  language  of  the  meaning  which  he  has 
gotten  from  what  he  has  read.  The  two  methods  clash,  and  thus, 
it  IF  asserted,  the  going  is  heavy  for  the  pubhc-school  teacher. 

These  schools  exist  outside  the  law.  That  is  to  say,  they  have 
sprung  up  without  legal  recognition.  All  other  private  schools  of 
the  islands  are  recognized  in  the  law  and  are  nominally  under  the 
control  of  the  Territorial  education  department,  and  a  miique  re- 
lationship has  been  estabhshed  w^hich  is  different  from  mainland 
practice.  Not  so  with  these  schools,  for  every  effort  so  far  made 
in  the  Territorial  legislature  to  bring  them  under  the  authority  of 
the  TOTitorial  education  system  has  been  defeated.^ 

THE    PUBLIC    SCHOOLS    OF    THE    TERRITORY    ARE    lis  ADEQUATELY    SUP- 
PORTED. 

The  schools  of  the  -Hawaiian  Ten-itory,  as  compared  %oth  the 
schools  of  man}'  of  tlie  States,  are,  furthermore,  laboring  under  the 
handicap  of  inadequate  maintenance.  During  the  year  closing 
June,  191^,  the  Hawaiian  Territory  expended  830.02  per  pupil 
ern^oiled  in  her  public  schools  on  upkeep  and  maintenance.  The 
average  expenditure  for  the  same  items  per  pupil  enrolled  in  1916, 
three  years  earlier,  in  schools  of  all  cities  in  the  States  beyond  5,000 
in  population,  was  $36.  The  State  of  California  expended,  three  years 
previousl}^,  more  than  $50  per  child.  The  Hawaiian  Tenitory, 
with  school  problems  very  much  more  serious  and  difficult  than  the 
problems  confronting  the  school  organizations  of  mainland  com- 
munities, expended  very  much  less. 

'The  foreign  language  schools  of  tlic  iolancLs,  '.vhilc  not  a  part  of  tlie  public  school  sj^steiG,  are  such  aa 
important  factor  in  the  e;luelionaI  problem  of  ITav.-aii  that  the  commibsion  has  davotol  an  entire  chapier, 
Chapter  III  of  this  report,  to  a  description  of  them  and  tv)  a  discnssiou  of  ihequsstions  which  their  existence 
raises. 


ANALYSIS    OF   THE   EDUCATIOif^AL   PROBLEM.  45 

Obviously,  it  has  been  necessary  for  the  authorities  to  hmit  the 
educational  work  of  the  Territory  to  those  phases  of  education  which 
are  cheapest.  As  it  is  cheaper  to  teach  children  from  textbooks, 
along  the  narrow  lines  of  academic  work,  than  to  provide  equipment 
and  opportunity  for  training  in  agriculture;  in  the  various  industries 
and  vocations,  in  handwork  and  these  auxiliaries  to  an  education 
which  progressive  communities  in  the  States  are  insisting  upon,  the 
educational  authorities  of  the  islands  have  been  obhged  to  limit 
their  activities  to  the  traditional  subjects  of  academic  work.  In 
connection  with  the  public-school  system  of  the  islands  there  is  no 
work  in  manual  training,  cooking,  agriculture,  industries;  music, 
art,  or  in  vocational  activities  beyond  the  meagerest  beginnings. 
An  exception  to  this  statement,  however^  should  be  pointed  out, 
in  that  many  of  the  schools  have  accomplished  satisfactory  results 
in  developing  school  gardens  and  also  in  encouraging  the  maldng  of 
gardens  in  the  homes.  One  school,  indeed,  on  West  Haw^aii,  with 
an  unusually  large  acreage  at  its  command,  has  been  enterprising 
enough  to  grow  coffee,  producing  this  year  some  35  bags,  which  has 
meant  an  income  to  the  school  for  pupil  activities  of  S500. 

On  account,  therefore,  of  inadequate  maintenance  funds  at  the 
command  of  the  educational  authorities  of  the  Territory,  ail  those 
activities  v/hich  are  now  generally  accepted  as  beijig  necessary  parts 
of  an  all-round  effective  education  have  been  impossible  of  accom- 
plislonont,  t)m\  in  this  respect,  again,  as  compared  with  progressive 
mainhnj.d  communities,  the  educational  authorities  of  the  islands 
arebadh'  handicapped.*^  ^ 

COMFEX  S  ATIONS . 

Nevertheless,  in  comparing  Territorial  and  mainland  educational 
conditions,  the  comparison  is  by  no  mxcans  against  the  Territory  in 
all  particulars. 

In  no  section  of  the  States  have  the  members  of  the  commission- 
found  the  children  universally  better  behavetl,  cleaner,  and  neater  in 
their  appearance,  more  attentive  to  work,  more  amenable  to  the  sug- 
gestions of  the  teachers,  or  more  courteous  and  polite  than  are  the  chil- 
dren of  the  islands.  Teachers  everywhere  report  that  they  have  few 
problems  growing  out  of  the  ill  behavior  of  children  or  of  parents. 
Territorial  authorities  likewise  report  that  the  enforcement  of  the 
compulsory  attendance  law  is  a  relatively  simple  matter.  This, 
it  may  be  said,  is  particularly  true  of  the  children  of  the  oriental 
races.  The  problem  in  this  connection  is  one  of  providing  sufficient 
buildinscs  and  teachei-s  for  those  who  cla7iior  for  admission  rather 
than  of  compelling  attendance. 


s  The  financial  asoects  of  Ibe  sctiool  situation  are  more  f  ullv  discussed  ia  Chapter  II. 


46  A   SURVEY   OF   EDUCATION   IK    HAWAII. 

The  climatic  conditions,  too,  are  ideal  the  year  around  for  school 
attendance  and  for  carrying  on  those  out-of-door  activities  which 
the  progressive  teachers  of  the  States  are  always  on  the  alert  to 
utilize  to  the  fullest.  Teachers,  therefore,  feel  that  in  these  respects 
are  to  be  found  compensations  for  many  of  the  difficulties  and  disad- 
vantages Vrdiich  have  been  mentioned. 

6.  AGENCIES  DEALING  WITH  THE  EDUCATIONAL  PROBLEM. 

Of  the  various  agencies  whicli  are  dealing  with  the  educational 
problems  of  the  islands,  foremost  in  importance  are  those  called  into 
existence  hy  the  Territorial  government  itself  and  vv'hicli  are  main- 
tained at  public  expense.  These  comprise  the  department  of  public 
instruction,  at  whose  head  stand  a  superintendent  and  six  commis- 
sioners, v\^ith  its  system  of  elementary  schools,  high  schools,  a  nor- 
mal school,  a  school  for  defectives  at  Honolulu,  a  summer  school 
(held  in  1919  at  Kilauea),  and  two  trade  schools,  one  at  Lahainaluna, 
Island  of  Maui,  and  the  other  at  Honolulu.  In  addition,  the  Terri- 
torial government  has  established  an  hidustrial  school  for  girls  at 
Honolulu  and  one  for  boys  at  Waialee,  both  governed  by  a  single 
board;  and  the  University  of  Hawaii,  likemse  situated  at  Honolulu. 
Furthermore,  the  Territorial  board  of  health  is  granted  a  small 
sum  by  the  legislature  for  the  inspection  of  the  health  of  school 
children.  The  board  of  health  also  maintains  two  schools  for  non- 
leprous  children  of  leprous  parents,  one  for  boys  and  one  for  girls, 
both  in  Honolulu.  The  activities  of  these  agencies,  established  by 
the  Territorial  legislature  for  the  specific  purpose  of  dealing  with 
the  educational  needs  of  the  islands,  are  discussed  in  detail  in  chap- 
ters vrhich  follow. 

THE    PRIVATE    SCHOOLS. 

A  second  group  of  agencies  which  have  gro^ATi  up  in  the  islands 
m  response  to  certain  needs  are  the  private  schools.  These  number 
some  45  schools,  large  and  small,  not  including  kindergartens,  scat- 
tered about  the  islands.  In  rank  these  range  from  elementary 
grade  to  high  school;  11  are  Roman  Cathohc  in  connection;  7  are 
organized  and  managed  by  the  Episcopal  Church;  6  are  supported 
by  other  evangelical  churches;  and  21  are  without  religious 
affiliations. 

In  contrast  to  the  t^T^ical  private  school  of  the  States,  for  the 
most  part,  these  schools  are  not  run  for  profit,  and  the  fees  charged 
are  ver}^  moderate;  in  almost  all  cases  large  endowments  and  bene- 
factions meet  the  expense  of  maintenance.  Furthermore,  the 
private  schools  are  quasi  public  in  character,  hi  that  they  have 
been  placed  by  law  under  the  control  of  the  Territorial  department 
of  public  instruction  in  respect  to  certain  of  their  functions.  The 
work  of  these  schools  is  discussed  in  detail  in  a  later  chapter. 


ANALYSIS   OF   THE   EDUCATIONAL  PROBLEM.  47 

In  addition  to  the  institutions  establislied  by  the  Territorial 
government  and  supported  by  taxation  and  those  schools  organ- 
ized by  private  boards  and  bodies,  there  is  a  third  group  of  agencies 
which  is  working  more  or  less  directh'  in  the  educational  field. 
Such,  for  example,  are  the  Free  Kindergarten  and  Children's  Aid 
Association;  the  Young  Men's  Christian  Association;  the  Young 
Women's  Christian  Association;  the  Bonn's'  and  Girls'  Scout  Asso- 
ciations; various  settlements;  such  as  the  Palama  Settlement  at 
Honolulu,  the  Alexander  House,  Maui,  and  the  Hawaii  Island 
Welfare  Bureau  at  Hilo;  also  certain  missions,  as  the  Hawaiian 
Board  of  Missions,  which  maintains  a  number  of  schools  about  the 
islands,  the  Methodist  Mission,  and  the  Episcopal  Mission.  A  brief 
description  of  the  activities  of  these  agencies  follows: 

FREE    KINDERGARTEN    AND    CHILDREN'S    AID    ASSOCIATION. 

Tiie  first  kindergarten  in  Honolulu  was  organized  by  Mr.  F.  W. 
Damon,  Se]^tember,  1892,  in  connection  with  the  Chinese  mission 
which  he  was  conducting  on  Fort  Street.  In  1893  the  Woman's 
Board  of  Missions  for  the  Pacific  Islands  established  four  kinder- 
gartens, one  for  Portuguese  children,  one  for  Hawaiians,  one  for 
the  Japanese,  and  the  fourth  for  foreign  children  of  other  nation- 
alities. By  1895  the  Woman's  Board  of  Missions  found  that  the 
work  was  growing  beyond  all  bounds,  so  the  '^Free  Kindergarten 
and  Children's  Aid  Association"  was  organized  to  direct  and  manage 
these  activities.  In  1899  a  new  department  of  the  Free  Kinder- 
garten and  Children's  Aid  Association  was  organized,  called,  '^The 
Children's  Aid  Department."  In  consequence  of  the  activities  of 
the  aid  department,  the  '^ Castle  Home  for  Children"  was  estab- 
lished in  Manoa  Valley,  and  a  little  later  a  playgroimd  for  little 
children  and  girls  v>"as  opened,  and  in  1912  a  com^mittee  of  the 
department  took  up  the  work  of  finding  hom.cs  for  dependent 
children. 

Prior  to  1896,  so  far  as  possible,  the  various  racial  groups  v»^ere 
kept  separate  and  distinct  in  the  kindergartens,  but  in  this  year 
the  experiment  was  tried  of  opening  a  mixed  kindergarten  in  the 
Palama  Settlement  on  King  Street.  This  was  so  successful  that 
after  1900  all  the  schools  were  made  cosmopolitan. 

Since  1900  the  expansion  of  the  work  has  been  very  rapid.  At 
present  eight  kindergartens,  five  playgrounds,  and  the  Castle  Home 
for  homeless  childi^en  are  conducted  under  the  auspices  of  this  asso- 
ciation. All  these  activities,  it  should  be  said,  are  financed  by 
private  subscription.  In  addition  a  committee  has  been  organized 
on  affiliated  kindergartens,  there  being  several  in  Honolulu  organized 
by  special  groups,  not  directly  under  the  management  and  control 
of  the  association- 


48  A  SURVEY   or   EDUCATION   IX    HAWAII. 

Tiie    enrollment    in    the    association    of   kindergartens,    for    1918, 
distributed  by  nationalities  follows: 


Americaia 9 

Russian 13 

Other 13 


Hawaiian  and  part  Hawaiian 231 

Japanese 482 

Chinese 284 

Portuguese : 161  ,  _ 

Filipino 20'  T°"-'l l'^™ 

Korean 52 

The  total  amount  received  for  the  maintenance  of  kindergartens 
and  playgrounds  for  1918  was  approximately  $18,000. 

The  leaders  of  the  activities  of  this  organization  have  been  Vvork- 
ing  to  demonstrate  to  the  public  the  value  of  the  kindergarten,, 
particularly  in  the  processes  of  the  Americanization  of  non-English 
speaking  children,  so  that  the  departm_ent  of  public  instruction 
Avill  be  justified  in  making  the  kindergarten  an  integral  part  of  the 
system.  Efforts  to  this  end  have  been  partially  successful,  for  the 
department  has  recently  authorized  the  establishment  of  four  public 
kindergartens,  one  on  each  of  the  four  most  populous  islands.  Tliese 
are  the  first  in  the  Territor^r  under  public  auspices.  (The  kinder- 
garten is  further  discussed  in  a  succeeding  chapter.) 

THE    YOUNG    MEX's    CHIilSTIAX    ASSOCIATION. 

TJie  school  system,  of  the  Young  Men's  Christian  Association  of 
Honolulu  is  intended  to  make  Christian  education  possible  for  the 
large  number  of  men  and  boys  in  the  city  who  have  not  had  the 
advantages  of  the  public  school  system.  It  is  the  purpose  of  the 
schools  to  give  preparatory  and  academic  courses,  commercial 
and  applied  business  courses,  and  trade  and  techhicai  training  to 
men  of  all  nationalities.  In  all  the  work  c]<>3e  cooperation  is  main- 
tained with  the  work  of  the  public  schools. 

The  educational  activities  of  this  association  are  under  the  board 
of  directors  of  the  association,  v/ho  delegate  the  authority  for 
|)oiicies  and  program  to  the  city  educational  committee„  This 
committee  comprises  business  and  professional  men — two  ixjpre- 
senting  mercantile  business,  two  representing  the  industries  of 
-Hawaii,  one  attorney,  one  banker,  and  three  educators.  Various 
nationalities  are  represented  on  this  supervising  committee.  Tlie 
director  of  the  schools  is  in  charge  of  all  of  the  work  and  is  directly 
responsible  to  the  city  educational  committee.  Associated  with 
him  is  a  corps  of  educational  secretaries,  each  in  charge  of  a  given 
activity.  So  far  four  centers  have  been  established  in  Honolulu  for 
this  work,  one  at  the  central  Young  Men's  Christian  Association 
Building,  one  at  tlic  Nuuaim  Building,  one  at  the  Filipino  Mission, 
and  the  fourth  in  the  Automobile  School  Buiidiusj:  on  South  Street. 


Al!Ti\LYSIS    OF   THE   EDUCATIONAL   PEOBLEM.  49 

Responsive  to  the  recent  emphasis  in  indiistn'  upon  securing  l^etter 
technically  trained  men,  the  Young  Men's  Christian  Association 
recently  organized  the  antomohile  school,  in  which  training  is  given 
in  automobile  mechanics.  In  addition  to  this  vocational  and  indus- 
trial course  in  automobile  mechanics,  three  other  courses  are  offered, 
one  for  American  business  men,  one  for  women,  conducted  in  coopera- 
tion with  the  Young  Women's  Cliristian  Association,  and  a  third  class 
for  Japanese  business  men,  which  is  conducted  in  English  and 
Japanese. 

At  the  central  building,  evening  courses  are  given  to  machine-shop 
apprentices  consisting  of  two  years  of  night  training.  Tliis  course 
has  been  vrorked  out  in  close  cooperation  vmh  the  local  iron  works 
and  machine  shops  and  after  consultation  with  the  foremen  and 
supei'intendents  of  the  various  industrial  plants  near  by.  In  addi- 
tion, a  course  in  elementary  electricity  is  given,  one  in  chafting,  one 
in  architectural  drawing,  and  one  in  applied  mathematics,  organized 
primarib/  for  mechanical  and  professional  men. 

Tlie  educational  need  of  other  groups  of  men  has  led  to  the  organ- 
ization of  further  educational  activities  at  these  centers.  For  exam- 
ple, coui'ses  are  offered  along  vocational  commercial  lines,  such  as  a 
coui'se  for  prospective  bookkee]:>ere,  courses  in  shorthand,  and  a  couree 
for  men  who  vn^h  to  prepare  themselves  as  private  secretaries. 

Furthermore,  the  association  has  always  considered  that  one  of  the 
most  important  things  it  can  do  is  to  offer  coui'ses  which  are  designed 
to  assist  in  Americanizing  the  large  foreign  population  of  Honolulu. 
Classes,  therefore,  have  been  organized  for  special  groups  of  Russians, 
Portuguese,  Japanese,  Chinese,  Koreans,  Filipinos,  and  Hawaiians, 
At  present  eight  classes  which  can  properly  be  called  Americanization 
English  classes  are  conducted.  They  are  all  held  in  the  evenings  and 
are  lai'gely  attended,  especially  bj'  the  orientals. 

An  earnest  attempt  also  has  been  made  to  meet  the  need  of  boys 
and  \oung  men.  In  this  connection  the  Young  Men's  Christian 
Association  is  conducting  a  boys'  vacation  school  and  an  employed- 
boys'  niglit  school. 

Not  falling  in  any  of  the  foregoing  classifications  are  several  other 
activities,  comprising  courses  for  business  and  professional  men  in 
the  nature  of  classes  or  clubs.  Conversational  French,  conversational 
Japanese  for  Americans,  Spanish,  and  advanced  u^ork  for  Chine-se 
business  men  are  illustrations. 

It  is  of  interest  to  note  the  enrollment  of  men  and  boys  in  the 
various  courses  offered  by  the  Young  Men's  Christian  Association 
during  the  3'ear  lOlS-19.  The  following  table  shows  the  distribution 
according  to  classes: 


50                               A   SUilYEY 
EaroUine.nt  statistics.    You 

OF    EDUCATIOX 
ng  Men's  Christian 

IX    HAWAII. 

Association  schoo 

Is,  J91S- 

19. 

Subjects. 

Men.i 

Boys. 

Total. 

Number 

of 
sessions. 

XIGHT  SCHOOL. 

Arithmetic 

Bookkeeping 

77 

82 
152 

35 
4 

24 
8 
8 
9 
6 
8 

13 

44' 

43 
151 

37 

58 
64 
12 

1 
2 

ij' 

4 

6' 

56" 

19 
21 
46 

114 

140 

216 

47 

5 

26 

8 

25 

13 

13 
56 

63 
64 
197 

198 
170 

English 

271 

Drafting,  mecliajucal  and  architectural 

69 

French., 

22 

Applied  mathematics 

100 

Mechanical  bookkeeping 

Machine-shop  coarse 

49 
192 

Electricitv 

Spanish 

26 
20 

Penmansliip 

46 

Jaoanese . 

28 

Employed-bovs'  school 

SpelUn? 

202 
84 

Shorthand 

Typewriting 

149 
312 

Total  in  night  classes 

666 

357 

1,023 

2,042 

DAY  SCHOOL. 

Boys  Vacation  School 

.... 

"23" 

146 
16 

146 
39 

136 
900 

Total  in  day  schools 

23 

182 

1S5 

1,036 

Total  in  all  schools 

689 

519 

1,208 

3,078 

1  students  classified  as  men  if  over  18  years  old. 

Of  the  22  nationalities  represented  in  the  Young  Men's  Christian 
Association  schools  during  the  past  seven  years  the  increase  in 
orientals  who  are  ava,iling  themselves  of  this  opportunity  for  educa- 
tion has  been  marked.  The  increase  in  Japanese  attendance  has 
been  particularly  marked  the  present  year,  due  in  part  undoubtedly 
to  the  increased  emphasis  which  is  put  upon  Americanization  and 
English  courses  in  the  schools.  The  statistics  below  were  compiled 
at  the  beginning  of  the  October  term  of  school.  While  the  number 
indicated  does  not  equal  the  total  membership  for  the  year,  it  does 
indicate  fairh"  well  the  proportionate  distribution  of  enrollment  among 
the  various  racial  groups. 

EnroUincnt  in    Young   Mens   Christian  Association  educational  courses  distributed  by 

racial  groups. 


Kacial  groups. 

1913 

1914 

1915 

1916 

1917 

1918 

62 
1 
0 
0 

1919 

An^io-Saxon 

55 
0 
0 
0 

54 
0 

; 

66 
0 

1 
0 

oooo 

82 
0 
0 

G8 

Arabian 

0 

Armenian... 

0 

Austrian 

0 

Beltiian. 

0 

37 
0 

0 
eo 
0 

0 
51 
0 

s5 

0 

1 
75 
0 

1 

100 

0 

0 

88 

Czech 

1 

Filipino 

5 

6 

6 

4 

2 

13 

26 

<ioruian 

0 

0 

23 

0 
0 

14 

90 

0 

21 

63 

2 

36 

0 

1 

19 

7 
0 
14 

0 

(7roek 

0 

Hawaiian  and  parMiawaiian 

21 

Indian  .... 

0 
2 

0 
1 

0 
5 

0 
^'  1 

2 
17 

0 
72 

0 

Japanese 

103 

Jewish 

1 

1 

2 

2  ! 

1 

3 

1 

Korean 

3 

2 

1 

2 

0 

9 

3 

Ntgio 

0 

0 

0 

0 

0 

2 

0 

Pole 

1 

0 

4 

1  i 

0 

1 

0 

Porto  Eican 

f) 

0 

0 

0 

0 

1 

0 

Portuguese 

31 

15 

40 

99 

26 

12 

18 

Russian 

3 

3 

10 

8 

5 

4 

3 

Scandinavian 

5 
5 

0 
3 

3 
0 

3 ; 

4  ; 

2 
6 

11 
2 

0 

Spanish 

4 

Total 

171 

165 

300 

364  1 

241 

315 

336 

ANALYSIS   OF   THE   EDUCATIONAL  PROBLEM.  51 

THE    YOUNG    V>OMEX's    CHE18TIAX    ASSOCIATION. 

For  some  years  the  Young  Women's  Christian  Association  at  Hono- 
liihi  has  maintained  an  educational  department  with  a  secretaiy  on 
full  time.  Realizing  the  need  for  supplementary  education  in  a  city 
where  there  are  no  public  night  schools  or  extension  classes,  it  has 
sought  to  fill  the  breach  by  organizing  classes,  among  young  and  older 
women,  in  domestic  art  and  science;  commercial  work;  music; 
dramatics;  and  in  the  languages — French,  Spanish,  and  English  for 
Japanese,  and  English  for  the  Chinese. 

Inasmuch,  however,  as  non-English-speaking  girls  have  not  been 
able  to  avail  themselves  of  the  activities  of  the  Young  Women's 
Clmstian  Association,  owing  to  lack  of  language,  it  was  realized  that 
the  organization,  to  accomplish  its  mission  of  ministering  to  all  groups 
of  the  womanhood  of  the  community,  must  reach  the  foreign-born 
girl  even  before  she  acquired  English.  With  this  end  in  view  a 
department  has  been  organized  called  the  ''International  Institute." 
This  department  has  a  secretary  and  a  staff  of  workers  who  know  both 
the  language  and  the  social  background  of  the  various  racial  groups. 

Inasmuch  as  the  m^ajority  of  foreign  girls  are  married  at  15  or  16, 
it  was  found  that  the  work,  to  be  helpful,  must  relate  itself  to  the 
home  in  some  vital  wa}'.  It  was  therefore  found  necessary  for  the 
workers  not  only  to  know  how  to  teach  English,  but  also  to  be  able 
to  give  advice  and  information  in  home  m.aking,  in  the  care  of  chil- 
dren, and  in  how  to  utilize  the  resources  of  the  neighborhood  and  of 
the  communit,y.  These  workers,  in  analyzing  their  problem,  found 
that  normal  family  life  demands  five  essentials:  Some  education, 
healthful  living,  suitable  recreation,  a  reasonable  amount  of  work 
effectively  done,  and  a  spiritual  incentive. 

This  department  of  Young  Women's  Christian  Association  activi- 
ties is  seeking  to  help  foreign  families  to  develop  and  maintain  these 
essentials  of  f amity  life  in  the  following  practical  ways: 

Education  is  furthered  by  getting  the  women  into  an  English  class 
and  then  into  a  cooking  class  or  a  sewing  class.  At  present  27 
English  classes  are  being  conducted,  with  198  women  enrolled;  there 
are  also  4  sewing  classes,  with  28  women  enrolled. 

Health  is  improved  b^/  connecting  families  with  clinics,  visiting 
nurses,  good  doctors,  and  teaching  the  women  about  cleanliness  and 
the  prevention  of  disease. 

Recreation  is  furthered  through  beach  parties  and  social  gatherings 
at  the  institute;  286  Japanese,  Chinese,  and  Filipino  women  were 
reached  in  recreational  groups  during  September  alone. 

Worh  conditions  are  improved  ])y  showing  the  women  how  to  work 
more  efficiently  in  their  homes,  and  by  helping  the  women  who  work 
outside  of  their  homes  to  get  located  in  the  most  congenial  possible 
work. 


52  A   SURVEY   OF    EDUCATION   IIn    HAWAII, 

As  to  the  spiritual  incentive,  no  normal  family  can  deveiop  without 
it.  Sometimes  the  workers  help  to  develop  it  by  connecting  the  family 
up  with  tlie  church;  at  other  times  through  a  friendly  visit  or  friendly 
contact  in  a  class;  sometimes  hy  helping  the  family  through  some 
crisis.  No  matter  whether  it  is  thi"ough  educational,  protective,  or 
recrea,tional  work,  the  institute  feels  that  it  falls  far  short  if  it  is  not 
bringing  both  the  individuals  of  the  family  and  the  families  of  dif- 
ferent nationalities  into  a  more  vital  touch  with  spiritual  ideals. 

Incidentally,  it  may  be  said  that  this  kind  of  work  constitutes  the 
best  possible  kind  of  Americanization  work,  for  it  is  designed  to  meet 
a  real  need  in  a  perfectly  natural  v/ay,  in  the  doing  of  which  Ameri- 
zation  comes  as  a  by-product,  as  it  proi)erly  should.  In  the  methods 
employed  by  some  of  these  v/orkers  in  teaching  English  to  adult 
foreign  women,  the  commission  is  convinced  the  public-school  teachers 
of  the  islands  would  find  valuable  suggestions  for  their  own  vvork 
with  children. 

V/ELFASE    ACTIVITIES    OX    THE    ISEAXD    OF    MAUI. 

Outsicie  of  the  city  of  Honolulu  more  is  done  on  the  Island  of  Maui 
in  the  v/ay  of  an  enlightened  attempt  to  meet  the  various  social^  edu- 
cational,  and  citizenship  problems  growing  out  of  the  racial  mixtures 
to  be  found  than  on  an}'  of  the  other  islands.  The  principal  agencies 
on  Maui  not  elsewhere  mentioned  in  this  report  which  have  sprung  up 
in  response  to  the  ob^dous  need  are. 

The  Baldwin  House  activities  at  I.ahainaj  comprising  a  kinder- 
garten, a  night-school  class,  a  circulating  library  for  the  public,  a 
higli  school,  and  a  language  school  in  the  mornings  for  adult  foreign 
bom.  Ail  these  activities  are  conducted  without  fees,  being  financed 
b}^  Mis.  H,  P.  Baldvfin  personally.  Thf^se  are  but  a  few  of  the  ways 
in  which  the  interest  she  herself  is  taking  in  the  welfare  of  the  workers 
on  the  plantations  of  Maui  is  being  expressed. 

The  Alexander  House  Settleinent  Association,  with  headquarters  at 
Wailuku,  was  definitely  organized  in  1916  to  take  over  the  various 
activities  which  have  centered  about  the  iVlexander  House  grounds  for 
15  years  or  so.  This  association  is  just  now  taking  significant  steps 
in  organizing  all  the  agencies  of  the  island  having  to  do  with  the 
housing,  sanitation,  health,  and  recreation  of  plantation  laborers  and 
calling  into  administrative  control  of  its  activities  the  expert  who  was 
brought  out  from  the  mainland  recently  by  the  Hawaiian  Planters- 
Association  to  investigate  labor  conditions  in  the  islands. 

The  MavA  Aid.  Association  is  an  association  without  ecclesiastical 
connections,  organized  to  promote  all  good  movements — educational, 
social,  charitable,  and  religious—on  Maui.  Perhaps  the  most  impor- 
tant work  which  it  so  far  has  accom]>lished  has  been  the  organization 


AITALYSIS    OF   THE   EDUCATIONAL   PROBLEM.  53 

of  a  series  of  evening  schools  amoDg  groups  of  plantation  laborers, 
called  American  Citizensliip  Evening  Schools.  Fourteen  schools 
have  so  far  been  established,  having  26  teachers  and  an  enrollment  of 
about  350  boys,  80  to  90  per  cent  of  whom  are  Japanese.  A  trained 
director  has  ]>een  secured  to  superintend  and  coordinate  the  work. 
Tlie  excellent  results  of  this  project  are  already  cleai'ly  in  evidence 
and  show  v/hat  could  be  done  if  the  public  school,  as  it  in  duty  should, 
v7ere  to  take  over  such  school-extension  work. 

Tlie  Wailulcu  Japanese  Girls'  Home  was  established  in  1912  by  a 
Japanese  gentleman  who  saw  that  Japanese  girls  living  in  camps 
where  their  parents  were  on  the  plantations  were  in  need  of  such  a 
home.  The  girls,  some  63  in  number,  attend  the  public  schools.  Aii 
earnest  }-oung  American  vv'oman  shares  in  the  management  of  the 
home  and  is  doing  much  toward  winning  the  girls  over  to  American 
ideas  and  principles. 


Chapter  IT. 

THE  ORGANIZATION,  ADMINISTRATION,  SUPERVISION,  AND 
FINANCING  OF  THE  DEPARTMENT  OF  PUBLIC  INSTRUCTION 
OF  THE  HAWAIIAN  ISLANDS. 


Contents. — 1.  The  superintendent  and  the  school  commissioners  frelationship.).  2.  School  commission- 
ers and  county  board  of  education.  3.  School  commissioners  and  supervisors.  4.  School  commissioners 
andthesheritrs:  The  work  ofattondance  olFfcers;  value  of  an  annual  school  census.  5.  The  school  budget. 
6.  High  schools  should  be  brought  closer  to  people:  The  junior  high  school  recommended;  transporting 
pupils  at  public  expense;  supervision  of  high  schools.  7.  Supervision  of  private  schools.  8.  Need  of  the 
kindergarten.  9.  Lack  of  supervision:  The  group  principal  plan  of  supervision;  speeiaiists  in  teaching 
methods  needed.  10.  The  Territorial  Normal  School:  Buildings  and  equipment;  the  faculty;  organization 
and  administration  of  theschool;  thespirit  of  the  school;  recommendations.  11.  The  Lahainaluna  Trade 
School:  Organization;  equipment;  expense  of  D?aintenance;  a  plan  for  reorganization.  12.  Finar.cirgthe 
department  of  public  instruction:  The  amount  expended  on  schools  by  city  and  county  of  Honolulu; 
comparison  with  cities  of  the  mainland;  tax  rate  and  property  valuations  in  comparison;  summary  of 
situation. 


1.    THE  SUPERINTENDENT  AND  THE  SCHOOL  COMMISSIONERS. 

At  the  head  of  the  Territorial  department  of  puhhc  instruction  are 
tiie  superintendent  and  six  commissioners.  Both  the  superintendent 
and  the  commissioners  are  appointed  ])y  the  governor — the  former  for 
a  period  of  four  years  and  the  latter  for  terms  of  tvro  years.  It  is 
explicitly  set  forth  in  Territorial  lavr  that  ' '  no  person  in  holy  orders 
or  a  minister  of  religion  shall  he  eligible  as  a  commissioner."  Women 
are  eligible  as  commissioners,  except  that  not  more  than  three  may 
hold  commissions  at  a  given  time.  A  further  provision  of  the  law 
requires  that  the  governor  shall  appoint  to  the  educational  commis- 
sion two  residents  of  the  County  of  Hawaii,  two  of  the  County  of 
Oahu,  one  of  the  County  of  Maui,  and  one  of  the  County  of  Kauai. 

The  superintendent  is  designated  in  the  law  as  the  "chief  admin- 
istrative officer  of  the  department."  lie  is  also  the  presiding  officer 
at  the  sessions  of  the  commissioners.  He  has,  however,  -no  vote  in 
their  deliberations  except  when  a  tie  vote  occurs.  The  superinten- 
dent is  paid  an  annual  salary  of  $5,700;  the  commissioners  receive 
no  salary,  but  are  allowed  then-  expenses  when  they  attend  meetings 
of  the  board;  the  lav\"  provides  that  at  least  two  shall  b^e  held  each 
year. 

It  will  be  observed  that  the  plan  providing  for  a  superintendent  of 
schools  and  a  board  of  school  commissioners,  each  appointed  directly 
by  the  gOA^ernor  and  responsible  to  him  only,  is,  in  comparison  with 
customary  practice  on  the  mainland,  a  unique  arrangement.  Fur- 
thermore, the  law  nowhere  clearly  defines  the  relations  which  shall 
54 


OKGANIZATIOX   OF   THE   PUBLIC    SCHOOL   SYSTEM.  55 

obtain  between  tlie  superintendent  and  the  school  commissioners. 
It  seems  clear  to  the  sm^vey  commission,  therefore,  that  this  uncer- 
tain relationship  is  very  likely  to  give  rise  to  conflicts  in  authority — 
certainly,  if  not  to  a  conflict  in  authority,  to  an  uncertainty  as  to 
f miction  and  jm*isdiction  and  consequently  to  a  hesitancy  on  the  part 
of  the  one  or  the  other  in  assuming  responsibilities  and  in  initiating 
iiecessary  action. 

Furthermore,  it  would  seem  to  the  survey  commission  that  such  an 
arrangement'  as  this,  particularly  in  respect  to  that  provision  which 
authorizes  the  governor  to  appoint  the  school  superintendent,  is  un- 
fortunate because  of  the  fact  that  a  change  in  governors  logically  leads 
to  a  change  in  the  superintendency.  Thus  the  office  of  school  super- 
intendent, inasmuch  as  it  is  a  salaried  office,  is  likely  to  be  classed 
among  that  gToup  of  offices  which  politicians  look  upon  as  being  at 
their  disposal  in  granting  political  favors.  The  commission,  there- 
fore, feels  that  this  provision  of  the  law  whereby  the  school  superin- 
tendent is  appointed  directly  by  the  governor,  tends  to  throw  the 
office  of  the  superintendent  of  schools  into  politics,  which  everyone 
must  clearly  recognize  to  be  most  regrettable.  The  law  ought  to  be 
so  framed  that  it  is  possible  for  persons  V\'ho  are  fully  qualified  for  the 
work  of  superintendent  to  look  forward  to  occupying  the  office  during 
their  period  of  efficienc}',  undisturbed  by  political  considerations. 
From  the  standpoint,  too,  of  the  efficiency  of  the  v»'ork  of  the  depart- 
ment it  has  been  found  that  frec^uent  shifts  in  the  office  of  school 
superintendent  is  bad;  for  it  must  be  clear  that  that  familiarity  with 
the  problems  of  a  large  and  complicated  system,  such  as  is  the  Terri- 
torial S3'stem  of  public  schools,  which  will  give  a  superintendent  the 
ability  to  make  vvise  judgments  in  critical  matters,  can  be  acquired 
only  through  the  accumulated  experience  of  years.  A  stabilized  head 
of  a  Territorial  system  of  schools,  then,  assuming  of  course  that  he  is 
efficient,  is  quite  as  desu-able  and  as  necessary  to  efficient  work  as  is 
a  stabilized  teaching  force.  The  surve}^  commission  is  clearly  of  the 
opinion  that  the  plan  which  novv  obtains  in  the  Territory  of  Hawaii, 
whereby  the  governor  appoints  the  superintendent  of  schools,  does 
not  operate  to  this  end. 

Best  practice  elsewhere  provides  that  there  shall  be  at  the  head 
of  a  system  of  schools  a  board  of  education  or  a  board  of  school  com- 
missioners either  appointed  by  the  administrative  officer  or  elected 
by  the  people.  It  further  provides  that  the  authority  of  such  a  board 
shall  be  undivided ;  that  it  shall  select  its  chief  executive  officer,  usu- 
ally called  the  superintendent  of  schools;  and  that  it  shall  determine 
pohcies  and  general  practices,  delegating  to  the  superintendent  and 
to  his  coi-ps  of  experts  the  authority  necessary  to  carry  its  ^^ishes  into 
execution.  Such  an  arrangement  removes  the  superintendent  of 
schools  one  step  from  the  appointive  or  elective  authority;  insures  a 


56  A   SUEVE¥   or   EDUCATIOJ^   IIn    IxAWAII. 

long  tenure  if  tlic  superiatendent  is  efficieiit^  a  quick  removal  if  he 
is  inefficient:  and  forestalls  the  possibility  of  aj\x  conflict  in  author- 
ity such  as  500-ner  or  later  is  sure  to  arise  under  the  arrangement 
¥7hich  now  obtains  in  the  Territory  of  Hawaii.  The  survey  com- 
mission would  recommend,  therefore,  that  the  laws  of  the  Territory 
of  Plawaii  be  amended  so  that  the  hoard  of  school  commissioners  to 
be  appointed  by  the  governor,  as  under  the  present  plan,  shall  be- 
m.ade  the  sole  head  of  the  educational  system  and  that  this  board 
shall  be  given  the  authority  in  law  to  appoint  a  superintendent  of 
schools.  It  ought  to  be  made  clear  in  the  law,  too,  that  the  super- 
intendent is  responsible  to  the  school  commissi(niers  and  to  them 
alone. 

RELATIONSHIP    OF    THE    SUPERINTEXDEXT    TO    THE    BOAED    OF    SCHOOL 

COMMISSIOXEItS . 

In  thus  recommending  that  the  board  of  school  commissioners  he 
placed  by  law  unequivocally  at  the  head  of  the  Territorial  department 
of  education  and  that  the  superintendent  bo  made  by  law  definitely 
resT>onsible  to  the  board  of  school  commissioners,  the  commission 
desires  to  make  it  clear  that  such  a  relationship  will  be  an  efficient 
one  only  to  the  degree  that  the  school  commissionei-s  recognize  that 
their  proper  functions  are  legislative  and  judicial  and  not  executive, 
the  latter  being  the  specific  proviiiee  of  the  school  superintendent. 

The  only  relationship  between  a  supermtendent  and  a  board  of 
school  commissioners  which  "will  make  for  efficiency,  it  must  be  em- 
phasized, lies  in  drawing  a  clear-cut  distinction  between  the  executive 
functions,  which  properly  belong  to  a  superintendent,  on  the  one  hand, 
and  the  legislative  and  judicial  functions,  which  comprise  the  proper 
field  of  the  activity  of  school  coumaissioners,  on  the  other.  This 
proper  relationship  between  superintendent  and  a  boaj'd  of  education, 
or  ol  school  commissioners,  which  is  rapidly  coming  to  be  character- 
istic of  progressive  school  systems  on  the  mainland,  is  very  clearly 
brought  out  in  resolutions  adopted  by  the  department  of  superm- 
tendents  of  the  National  Education  Association  at  its  Kansas  City 
meeting  held  in  1917.  The  following  sections  set  forth  the  position 
taken  at  this  meeting : 

Section  3.  The  representatives  of  the  x^eople  can  not  perform  directly  the  large 
duticwS  of  carrying  on  the  school  system.  They  must  employ  teclmically  trained 
officers  to  conduct  the  schools.  To  these  technically  ti-ained  officers  they  must 
look  for  proper  information  on  whidi  to  baae  their  decisions,  and  they  mnst  be  pre- 
pared to  intrust  to  those  officeis  the  powers  and  responsibilities  vrhich  attach  to  the 
daily  conduct  of  school  work. 

There  is  little  doubt  on  the  yixrt  of  all  communities  that  technical  training  is  neces- 
sary for  tJie  proper  conduct  of  schools,  but  the  exact  definition  oi  the  sphere  within 
which  technical  training  is  needed  is  not  yet  worked  out  in  most  systems. 

A  series  of  concrete  exam.ples  may,  therefore,  be  offered  as  illustrating  the  type  of 
duty  which  board  members  can  not  properly  perform.  No  board  mem]x?r  should  teacli 
classes.  No  board  member  should  act  as  principal  of  a  .school.  No  board  member 
should  negotiate  with  a  publlalier  of  textbooks,  nor  should  pass  on  the  availability  of 


I 


OEGAFIZATION   OF   THE  PUBLIC   SCHOOL   SYSTEM.  57 

a  31  \'en  book  for  use  in  a  scliool.  No  board  member  should  examine  teachers  with  a 
viev/  to  determining  their  qualiheations  for  appointment.  No  board  member  should 
plan  a  school  building.  No  board  mem]>er  should  write  the  course  of  study.  Even 
where  individual  cases  Tcmy  arise  in  which  ])articular  members  of  certain  boards  would 
have  the  ability  to  i^erform.  these  taoks,  it  is  better  that  a  well-established  division  of 
ljJ>or  should  be  recognized.  It  is  the  duty  of  the  Diembers  of  the  board  to  see  that 
technical  officers  do  the  work  of  the  system.,  but  the  board  should  not  do  this  work 
itself.  It  is  a  public  board,  ci'eated  to  see  that  a  cert-ain  piece  of  pul^lic  work  is  done, 
not  a  group  of  technical  officem  created  to  do  the  work. 

The  safe  analogy  in  this  case  is  the  analogy  of  the  board  01  dh'ectors  in  a-  business 
corporation.  No  one  can  imagine  a  director  of  a  railroad  stopping  a  train  and  giving 
the  engineer  and  the  conductor  orders  about  their  duties.  It  ought  to  be  possible  to 
organize  and  define  the  technical  duties  of  a  school  SA-stem  and  to  distinguish  them  from 
the  broad  duties  which  reside  in  the  representatives  of  the  people. 

Sec.  6.  The  technical  officers  of  the  school  s^'^stem  will  be  most  harmonious  in  their 
activities  if  they  are  placed  under  the  supervdsiou  of  a  single  head  or  manager  who  is 
the  executive  head  of  the  system.  This  central  supervisor  should  have  the  responsi- 
bilities and  the  rights  which  will  make  possible  a  compact  organization  of  the  working 
force  in  the  schools. 

Se<\  7.  The  superintendent  must  be  a  man  of  superior  training.  He  must  be 
prepared  to  report  plans  of  organization  and  to  make  a  clear  statement  of  results. 
He  should  organize  the  officers  under  him  in  such  a  way  as  to  secure  fi'om  them  in  de- 
tail an  efficient  typ'^  C'f  organization,  and  he  should  secure  from  them  adequate  reports 
on  which  to  base  the  statements  which  he  presents  to  the  board. 

Sec.  S.  In  the  performance  of  these  functions  the  superintendent  has  a  right  to  the 
initiative  in  technical  matters.  Specifically,  he  should  ha\'e  the  sole  right  to  perform 
the  foiiowiiig:  (a)  Eecoramend  all  teachers,  all  ofiicei's  of  supervision,  and  ail  janitors 
and  clerks:  (6)  work  out  the  coui'se  of  study  with  the  cooJ)eration  of  the  other  officers 
of  instruction;  (c)  fisiect  textboolcs  with  the  same  cooperation;  (d)  have  a  determining 
voice  in  matters  of  building  and  equipment;  and  (e)  draw  up  the  annual  budget. 

Tliese  technical  recommendations  should  always  be  re\dewed  by  the  board,  and  the 
approval  of  the  board  should  be  a  necessar3'  &tep  for  final  enactment.  This  will  insure 
the  careful  preparation  of  reports  and  the  careful  study  of  resijlts.  The  superintendent 
is  not  to  be  authorized  to  conduct  the  system  apart  from  the  board,  but  he  should  he 
insured  by  definite  forms  of  organization  against  interference  -ahich.  will  defeat  his 
plans  and  divide  his  responsibility. 

Public  Ixisine'^o  suffers  when  these  technical  matters  are  improperly  handled. 
Let  U3  assume  tv,  o  cases.  In  the  first  case  the  superintendent  may  be  inefficient, 
and  the  board  o?  some  other  active  agency  may  cover  over  his  inefiiciency  for  a  timte 
by  doing  his  work  for  him.  The  result  will  ])e  disastrous  in  the  end.  It  would  be 
better  for  public  business  to  bring  the  inefficiency  to  the  surface  as  quickly  as  possible 
and  remove  the  officer  who  can  not  conduct  the  system  properly.  In  the  second  case 
the  superintendent  is  efficient,  but  is  hampered  by  lack  of  definition  in  his  functions . 
The  school  system  wHl  lack  in  unity  of  organizatioTi  and  in  harmony  of  internal  opera- 
tion.    The  system,  will  be  defective  in  so  far  as  it  is  di\dded  against  itself. 

Seg.  9.  In  the  relations  of  the  board  to  all  officers  01  the  system  it  is  essential  that 
appointment,  reappointment,  dismissal,  and  promotion  be  removed  from  the  inter- 
ference of  petty  iniiuences,  and  that  all  such  transactions  be  based  on  records  which 
are  systematically  organized  and  supervised. 

There  is  no  clearer  indication  of  the  condition  of  a  shcool  system  than  the  attitude 
of  the  teachers  and  other  officers  to  their  duties  and  to  the  results  wliich  they  are 
securing.  The  scliool  system  which  is  well  organized  exliibits  cooperation  on  the 
part  of  all  its  officers.  The  interests  of  the  public  suffer  beyond  me.^^-sure  when  o.p- 
pointments  are  the  result  of  illegitimate  pereonal  influences. 


58  A  suPlVey  of  education  in  haaa^\ii. 

2.  THE  TERRITORIAL  BOARD  OF  SCHOOL  COMMISSIONERS  AND 
COUNTY  BOARDS  OF  EDUCATION. 

The  surve}^  conimission  is  of  the  opinion  that  the  present  arrange- 
ment, providing  as  it  does  for  but  one  commissioner  on  Kauai,  one 
on  Maui,  tv»'o  on  Hawaii,  and  two  on  Oahu,  does  not  give  adequate 
representation.  Furthermore  the  commission  is  convinced  that  many 
matters  of  detail  which  are  now  brought  before  the  superintendent 
and  the  Territorial  board  could  very  much  more  quickly  and  efficiently 
be  settled  if  on  each  of  the  islands  there  were  a  county  board  of 
education  clothed  with  authority  to  administer  the  educational 
afTairs  within  the  island  subject  only  to  policies  determined  by  the 
Territorial  board  of  school  commissioners.  The  commission  there- 
fore recommends  the  appointment  by  the  governor  of  a  Territorial 
board  consisting  of  seven  persons  representing  each  of  the  four 
principal  islands  as  now,  except  that  Oahu,  on  account  of  population 
and  in  order  that  a  seventh  member  may  be  secured,  shall  have  three 
representatives  on  the  board.  This  Territorial  board,  in  turn,  to 
have  the  authority  to  appoint  the  superintendent  and  also  the  mem- 
bers of  county  boards  of  education  having  the  follovring  representa- 
tion: Three  on  Kauai,  three  on  Maui,  three  on  West  Hawaii,  three 
on  East  Hav\^aii,  and  five  on  Oahu. 

All  matters  pertaining  to  general  policy  should,  of  course,  be 
determined  hj  the  Territorial  commissioners  meeting  as  a  corporate 
body,  but  conditions  vary  so  much  among  the  islands  in  respect  to 
details  of  execution  that  there  is  no  good  reason  Vvhy  uniformity 
among  them  in  every  item  should  be  demanded.  Moreover,  the 
survey  commission  is  convinced  that  much  greater  flexibility  in  the 
Territorial  system  than  now  obtains  is  desirable.  This  can  be 
secured,  to  a  considerable  degree,  through  permitting  each  island 
to  work  out  its  ovrn  educational  problems  in  its  own  way,  having 
regard  only  to  certain  general  policies  and  principles  defined  by  the 
Territorial  board  which  should  apply  with  equal  force  to  every  sec- 
tion of  the  Territory.  By  having  a  county  board  on  each  island 
acting  under  the  general  dii'ection  of  a  Territorial  board,  and  by 
delegating  to  each  large  authority  in  matters  of  d{Uail,  the  commis- 
sion feels  that  the  tendency  tovv'ard  overcentralization  of  authority, 
apparent  in  the  islands,  can  be  lessened  with  advantage. 

The  intent  of  the  foregoing  recommendations  is  that  standing  at 
the  head  of  the  Territorial  system  of  public  schools  there  shall  be  a 
board  of  seven  commissioners  appointed  by  the  governor,  which  shall 
have  authority  to  determine  all  general  educational  policies  for  the 
Territory,  to  appoint  and  direct  the  Territorial  superintendent  of 
schools,  to  appoint  the  members  of  county  boards  of  education,  and  to 
design atXrtheir  duties,  define  their  responsibilities,  and  determine  all 


OKGAXIZATIOX    OF    THE   PUBLIC   SCHOOL   SYSTEM.  59 

relationships.  While  the  commission  holds  that  it  should  rest  with 
the  legislature  and  the  Territorial  board  to  determine  the  measure 
of  authority  which  shall  be  granted  county  boards  of  education, 
neYertheless,  the  commission  believes  it  desirable  to  permit  each 
county  board  to  appoint  its  own  executive  and  his  corps  of  assistants 
and  supervisors;  and  to  assign,  transfer,  and  dismiss  all  teachers,  all 
assignments  and  actions,  hovrever,  to  be  subject  to  review  by  the 
Territorial  board  of  commissioners  and  by  the  Territorial  superin- 
tendent of  schools. 

With  respect  to  the  selection  of  the  members  of  county  boards  by 
the  Territorial  board,  the  survey  commission  suggests  that  due  regard 
be  had  to  the  chief  population  groups  or  districts  of  the  islands.  For 
example,  in  appointing  the  £ye  members  from  among  the  citizens  of 
Oahu,  which  the  commission  recommends  shall  constitute  the  county 
board  of  education  of  that  island,  it  should  be  stipulated  that  not  more 
than  three  shall  be  residents  of  Honolulu  and  that  two  shall  be  resi- 
dents of^rural  communities  so  distributed  that  the  island  shall  be 
fairly  and  equitably  represented. 

The  commission  is  also  convinced  that  if  the  governor,  in  appointing 
the  Territorial  board  of  school  commissioners,  is  careful  to  select  only 
high-minded,  nonpartisan,  progressive  men  and  women,  persons  who 
have  the  educational  welfare  of  the  children  at  heart,  and  if  their 
terms  of  office  are  so  arranged  that  a  minority  only  is  to  be  appointed 
at  a  given  time,  the  selection  of  a  superintendent  of  schools,  his  re- 
tention or  dismissal,  may  w^ell  be  left  to  such  a  board. 

In  this  important  matter  of  the  selection  of  a  superintendent,  when 
for  any  reason  a  vacancy  occurs,  increasingly  boards  of  education  of 
progressive  communities  on  the  mainland  are  asking  for  the  advice  of 
representative  laymen  whose  integrity  and  sincerity  are  unquestioned. 
Thus,  for  example,  a  vacanc}^  in  the  superintendency  of  the  schools 
of  Oakland,  Calif.,  arose.  The  board  of  education  of  that  city  ap- 
pointed a  committee  comprising  the  president  of  the  University  of 
Califorma,  the  president  of  Stanford  Universit}^,  the  president  of 
Mills  College,  and  four  representative  local  citizens  consisting  of  the 
pastor  of  a  prominent  church,  a  prominent  attorney,  a  representative 
of  a  labor  organization,  and  a  business  man  to  canvass  the  field  of 
available  persons  and  to  recommend  three  for  the  consideration  of 
tlie  board.     From  this  list  the  board  made  its  selection. 

Such  a  method  of  procedure  lifts  the  selection  of  a  superintendent 
out  of  the  turmoil  of  personal  or  professional  politics  and  insures  to 
the  board  and  to  the  incoming  superintendent  the  sympathetic  sup- 
port of  the  best  elements  of  the  community.  It  is  a  method  of  selec- 
tion vv'hich  deserves  commendation  and  widespread  adoption.  The 
commission  recommends  that  when  a  vacancy  in  the  office  of  Terri- 

1014G°— 20 5 


torial  superintendent  occurs  the  appointive  office,  wiietlier  it  be  that 
of  the  governor  or  that  of  the  Territorial  boajd,  shall  adopt  some  such 
method  in  filling  the  place. 

3.  THE  SUPER\lSORS  AND  THE  TEERITORIAL  BOARD  OF  SCHOOL 

COMMISSIONERS. 

Another  feature  of  the  school  law  of  the  Territory  of  Hawaii  which  is' 
unique  and  which  the  survey  commission  feels  is  unfortunate,  is  that 
by  which  authority  in  respect  to  school  matters  is  divided  between  the 
school  commissioners  on  the  one  hand  and  the  county  board  of  super- 
visors on  the  other.     Each  of  the  four  principal  islands  constitutes  a 
county.     The  board  of  supervisors  in  each  of  these  counties  is  elected  J 
by  the  voters  of  the  county.     S-ection  18  of  the  school  law  provides! 
that  ''it  (the  county  board  of  supervisors)  shall  maintain  and  regulate  | 
schoolhouses  other  than  the  normal  school,  Lahainaluna  School,  and 
the  Boys'  and  Girls'  Industrial  Schools."     The  board  of  supervisors  ^ 
also,  under  the  law,  appoints  school  janitors,  wherever  provision  has 
been  m.ade  for  employing  janitors.     Under  this  arrangement  all  funds  I 
set  aside  by  Territorial  authorities  for  the  erection  of  new  school  budd- 
ings, for  equipment,  repairs,  and  general  upkeep  and  maintenance —  ^ 
the  so-called  ^^ special  fund" — are  handled  by  the  county  board  of  j 
supe  visors.     It  must  be  obvious  that  this  aiTangement  inevitably  I 
leads  to  delays  and  misunderstandings.     Throughout  the  Territory  ' 
there  is  much  complaint  that  the  plan  is  cumbersome  and  troublesome. 
The  survey  commission  recommends  that  the  Territorial  laws  be  so 
changed  as  to  transfer  all  such  authorit}'  from_  the  county  board  of 
supervisors  to  the  county  board  of  education  of  the  respective  islands, 
thereby  securing  unity  of  action;  definiteness  of  responsibility,  and  1 
promptness  in  execution. 

4.  THE  SCHOOL  COMMISSION-ERS  AND  THE  SHERIFF'S  OFFICE. 

Not  alone  has  authority  which  can  best  be  assumed  by  local  boards  ^ 
of  education,  as  heretofore  recommended,  been  placed  ^dth  the 
county  supervisors,  but  another  important  department  of  school 
activity,  that  having  to  do  with  the  enforcement  of  the  compulsory 
school  provisions,  'under  Territorial  law,  has  been  shunted  away  from 
the  commissioners  over  to  the  sheriff's  office.  The  provision  govern- 
ing this  matter  reads  as  follows: 

It  shall  be  the  duty  of  each  deputy  sheriff,  or  su  ch  police  officers  as  he  shall  designate, 
to  visit  not  less  than  once  each  vreek  each  public  and  private  school  within  the  district  of 
which  he  is  deputy  sheriff,  to  ascertain  from  the  teacher  or  officer  or  agent  in  charge 
thereof  what  children,  if  any,  of  school  age  persist  in  absenting  themselves  from  such 
school.  ' 

It  shall  further  be  the  duty  of  such  deputy  sheriffs  and  police  officers  to  require  all 
children  of  school  age,  in  accordance  with  the  pro^-isions  of  section  287,  to  attend 
school,  whether  cr  not  complaint  is  made  by  any  teacher  or  other  officer  or  agent  of 
said  department  of  public  instruction. 


vjxnjr-i.^\xzj^i.xiw^N      vjjo      xxixii     jr«_'iJijxv^     ov^XiWWJ-/    oioxJiiiVi.  vji 

While  in  ii  number  of  instances  the  task  of  looJdtig  after  attendanoo 
has  been  assigned  by  sheriffs  to  men  who  are  competent  in  an  un- 
trained way,  yet,  in  instances,  the  work  is  much  hampered  because 
responsibilit}'  has  been  delegated  to  some  broken-down  politician  or 
expoliceman  who  takes  but  a  perfunctory  interest  in  his  duties. 
The  field  of  duties  falling  properly  within  the  scope  of  a  department 
of  attendance  is  so  large  and  so  important  that  the  commission  has  no 
hesitation  in  recommending  that  this  work  be  taken  over  entirely 
by  the  school  authorities  and  that  two  or  three  attendance  officers 
(women  are  making  excellent  records  in  this  field),  preferably  those 
who  have  had  experience  in  social  service  work  and  who  command  the 
confidence  and  respect  of  their  communities,  be  appointed  for  each 
county,  the  same  to  be  responsible  to  the  local  board  of  education 
and  the  school  authorities  of  the  count}^ 

THE    WORK    OF    ATTEXDAXCE    OFFICF.RS. 

Such  attendance  officers  should  be  employed  on  full  time  for  a  12- 
months'  year,  for  there  is  much  during  the  vacation  months  which 
thej^  can  profitably  do  in  visiting  the  plantations  and  other  places 
where  children  are  employed,  in  following  up  the  arrival  and  depart- 
ure of  resident  families,  in  persuading  individuals  who  think  they  must 
drop  out  of  school  to  remain,  in  helping  worthy  and  needy  students 
to  find  work,  and  in  laying  the  basis  for  efficient  work  when  the  school 
term,  opens.  It  is  customary  in  many  places  to  m.ake  the  attendance 
officers  deputies  of  the  pohce  force,  investing  them  with  authority 
for  making  arrests,  though  this  authority  should  be  used  sparingly 
and  only  as  a  last  resort.  They  should  also  be  provided  with  motor- 
C3^cles  or  other  means  for  quickly  covering  .all  parts  of  their  districts 
and  of  adjacent  country. 

For  the  use  of  attendance  officers  the  essential  information  con- 
tained in  school  census  sheets  and  school  record  I^ooks  relating  to  the 
children  of  compulsory"  age  should  be  transferred  to  filing  cards  and  be 
grouped  by  attendance  districts.  During  the  first  week  of  each  term 
the  attendance  officers  should  check  their  census  cards  ^vith  the  school 
enrollment  and  investigate  ever}^  case  of  nonenroUm^ent.  To  such 
officers  should  be  referred  for  investigation  all  cases  of  prolonged  and 
unexplained  absence.  Such  officers,  too,  can  render  valuable  service 
to  the  department  by  investigating  the  home  conditions  of  children 
who  are  failing  to  progress  in  their  work  or  who  may  be  suspected  of 
living  in  insanitary,  impoverished,  or  immoral  surroundings.  The 
corps  of  workers,  furthermore,  could  accomphsh  much  in  esta])Hsh- 
ing  a  contact  between  the  welfare  agencies  on  the  plantations  and  the 
pubhc  school. 


62  A   SURVEY   OF    EDUCATION   IN    HAWAII. 

To  them,  also,  should  be  entrusted  the  supervision  of  the  taking  of 
an  annual  school  census,  for  their  familiarity  with  their  districts  and 
their  acquaintanceship  with  individual  families  resident  therein  will 
go  far  toward  making  the  census  complete.  By  establishing  rela- 
tionships with  social  service  workers,  with  the  judges  who  tiy  cases 
of  juvenile  delinquency,  with  public  officials,  with  the  board  of  health, 
and  with  employers  of  labor,  a  group  of  competent,  farsighted  and 
thoroughly  unselfish  attendance  officers  can  develop  fields  of  useful- 
ness to  the  school  department  and  to  the  community  at  large,  and 
for  themselves,  second  to  none. 

The  commissioners  or  boards  of  education,  it  should  be  added, 
should  pay  salaries  large  enough  to  induce  the  right  persons,  men  or 
women,  to  take  hold  of  this  work  and  to  remain  in  it  for  a  period  of 
years,  for  obviously  in  work  of  this  character  favorable  acquaintance- 
ship in  the  community  is  an  important  asset,  and  acquaintanceship 
is  a  matter  of  time. 

VALUE    OF    AN    ANNUAL    SCHOOL    CENSUS. 

A  school  census  of  all  children  of  school  age,  taken  during  the  same 
month  each  year,  is  indispensable  to  the  enforcement  of  an  attendance 
law;  furthermore,  through  it  valuable  information  can  be  secured 
which  when  analyzed  will  provide  the  school  authorities  with  a  de- 
pendable basis  for  conclusions  regarding  many  problems  relating  to 
the  administration  of  the  sj^stem.  A  permanent  record  card  should 
be  made  for  every  person  in  each  district,  which  should  contain 
besides  other  social  data  the  name,  address,  sex,  age,  nativity; 
v/hether  attending  public,  private,  or  parochial  school;  class  in  such 
school;  the  reason  for  not  attending  school;  if  employed,  where  and 
how;  and  a  brief  statement  of  the  school  history  of  every  child. 
These  can  be  grouped  by  families  for  convenience.  All  record  cards 
shoidd  be  made  in  duplicate,  one  copy  to  be  retained  by  the  attend- 
ance officer  and  the  other  to  be  kept  on  file  with  the  principal  of  the 
school  attended  by  the  children.  If  these  cards  are  kept  up  to  date, 
as  they  should  be,  the  whereabouts  of  every  child  of  school  age  can 
be  learned  at  any  time  and  the  essential  facts  about  each  secured  at 
a  moment's  notice. 

Such  a  permanent  record,  always  in  the  making,  checked  up  each 
year  by  a  census  taken  hy  a  house-to-house  canvass,  will  be  of  inesti- 
mable value  in  enforcing  Territorial  laws  governing  compulsory  at- 
tendance, the  employment  of  children,  and  the  granting  of  work 
permits.  A  tabulation  of  such  records  each  year  by  blocks,  districts, 
or  sections  will  give  valuable  information  regarding  the  growth  of  a 
given  community,  the  direction  the  growth  is  taking,  and  the  changing 
and  shifting  character  of  the  population — information  which  is  essen- 


OFvGAXIZATION    OF   THE    PUBLIC    SCHOOL   SYSTEM.  63 

tial  if  school  authorities  are  to  plan  wisety  far  enough  in  advance  to 
provide  the  necessary  accommodations  by  the  time  they  are  needed. 
The  failure  systematically  to  secure  information  of  this  character 
is  partial^  responsible  for  the  deplorably  crowded  conditions  to  be 
found  in  very  many  of  the  public  schools  of  the  Territory. 

5,  THE  SCHOOL  BUDGET. 

Prior  to  December  15  of  each  biennialperiod  immediately  preced- 
ing the  convening  of  the  Territorial  legislature,  the  committee  of 
estimates  prepares  the  school  budget  for  submission  to  the  legislature. 
The  appropriations  made  bv  the  legislature  in  response  thereto,  how- 
ever, are  not  available  until  May,  a  year  later,  when  the  taxes  are 
collected:  even  then  only  one-fourth  of  the  budget  aggregate  is  pro- 
vided. Xot  uiitil  two  years  after  the  estimates  are  made  and  adopted 
is  the  entire  amomit  in  hand.  In  consequence  the  educational  depart- 
ment would  always  be  two  years  behind  in  its  program  of  expendi- 
tures were  it  not  for  the  fact  that  frequently  needed  moneys  are 
advanced  to  the  school  department  from  the  general  fund  of  the 
Territory  or  from  county  funds.  Sometimes,  however,  the  funds 
have  been  depleted  because  of  other  demands,  and  serious  embarrass- 
ment follows  particularly  in  connection  with  building  programs  and 
plans  for  relieving  crowded  schools. 

To  meet  this  serious  situation,  the  survey  commission  recommends 
that  the  Territory  establish  a  reserve  fimd  from  which  such  amounts 
may  be  borrowed  as  needed,  the  same  to  be  returned  to  the  reserve 
fund  as  taxes  are  collected.  In  this  mamier  serious  delays  in  pro- 
viding housing  facilities  to  meet  increases  in  school  attendance  may 
be  overcome  and  the  department  saved  much  embarrassment. 

6.  THE  HIGH  SCHOOLS  SHOULD  BE  BROUGHT  CLOSER  TO  THE  PEOPLE. 

As  now  organized,  there  are  just  four  high  schools  in  the  Territory 
of  Hawaii — one  on  each  of  the  principal  islands — at  Hilo  on  the 
island  of  Havraii,  at  Hamakuapoko  on  the  island  of  Maui,  at  Hono- 
lulu on  the  island  of  Oahu,  and  at  Lihue  on  the  island  of  Kauai.  The 
location  of  these  schools  in  all  cases  is  such  that  it  is  impossible, 
except  in  comparatively  few  cases,  for  parents  to  give  their  children 
the  educational  advantages  of  a  high  school  unless  arrangements  are 
made  for  boarding  their  children  at  these  centers.  For  example,  the 
high  school  at  Hilo  is  situated  on  a  belt  road  encircling  the  island 
more  than  300  miles  in  extent.  At  intervals  along  this  road  plan- 
tation settlements  have  been  formed  and  in  each  of  these  settlements 
there  is  a  public  school  ranging  from  two  or  three  teachers  iii  the 
smaller  schools  to  schools  in  the  larger  settlements  comprising  as  many 
as  18  or  20  teachers.    Obvioush",  it  is  impossible  for  the  great  majority 


of  parents;  most  of  whom  are  poor  people^  to  send  their  children  to 
the  Hilo  High  School.  In  consequence,  on  the  island  of  Hawaii  witli 
9; 569  children  enrolled  in  its  public  schools^  there  are  only  292  in 
the  high  school.  While  distances  are  not  so  great  on  the  other 
islands,  nevertheless  the  situation  in  each  is  essentially  the  same  as 
on  the  island  of  Hawaii  in  respect  to  this  matter  of  high  school 
attendance.  Maui,  for  example,  has  a  school  attendance  of  5,310 
with  an  enrolment  in  the  high  school  of  only  73.  On  Kauai  the 
attendance  in  the  public  schools  is  4,721  and  in  the  high  school 
situated  at  Lihue  the  enrollment  is  58.  On  the  island  of  Oahu,  out 
of  a  total  enrollment  in  the  public  schools  of  16,235,  only  771  are  in 
the  high  school  at  Honolulu. 

The  survey  commission  would  recommend  as  a  practical  means  for 
making  high  school  education  accessible  to  every  child  in  the  Terri- 
tory who  has  the  ambition  and  the  will  to  avail  himself  of  the  oppor- 
tunity, the  following  plan:  At  certain  of  the  larger  settlements  on 
each  of  the  islands  there  should  be  established  a  junior  high  school, 
comprising  the  seventh,  eighth,  and  ninth  grades  of  a  group  of  schools 
so  situated  geographically  that  the  children  of  these  upper  grades 
could  easily  and  without  great  expense  be  transported  to  such  school. 
On  each  of  the  islands  it  is  probable  that  there  are  at  least  six,  and  in 
some  of  the  larger  islands  more  than  six,  of  the  larger  settlements  so 
situated.  Furthermore,  the  survey  commission  would  suggest  that 
after  this  jmiior  high  school  organization  has  been  effected  and  put 
into  operation  and  as  the  children  come  on  through  these  grades  in 
increasingly  large  numbers,  as  will  certainly  obtain  if  transportation 
at  the  expense  of  the  Territory  be  provided,  then,  that  provision  be 
made  at  certain  of  these  centers,  properly  situated  with  respect  to 
the  island  as  a  whole,  for  the  addition  of  the  three  remaining  grades 
of  a  complete  high  school  course,  namely,  the  tenth,  eleventh,  and 
twelfth  years.  It  will  be  of  interest  in  this  connection  to  see  how 
such  a  plan  would  work  out  in  detail  on  one  of  the  islands,  taking  as 
an  illustration  the  island  of  Kauai. 

A  jrXIOR   HIGH-SCHOOT.    ORGANIZATIOX  FOP.    THE    ISLAND   OF    KAUAI. 

The  schools  of  Haena,  Hanalei,  Kilauea,  and  Koolau  would  form 
a  natural  group  for  junior  high-school  purposes  v/ith  the  Kilauea 
school  as  a  center.  There  are  now  76  pupils  enrolled  in  the  sixth, 
seventh,  and  eighth  grades  who,  a  jesiT  later,  would  compromise  the 
nucleus  of  a  jimior  high-school  organization.  The  schools  of  Anahola, 
Kapahi,  and  Kapaa,  whose  natural  center  is  Kapaa,  would  start  with 
about  145  pupils  in  these  three  grades.  Centering  at  Lihue  there 
would  be  approximately  140  pupils,  coming  from  the  schools  of 
Wailua,  Hanamauhi,  Lihue,  and  Huleia.     Another  natural  center  for 


ORGAISTIZATIOX   OF   THE   PUBLIC   SCHOOL   SYSTEM.  65 

a  junior  high  school,  receiving  chikken  from  Omao,  Kahiheo,  and 
Koloa,  woukl  be  at  Koloa,  where  a  niickus  of  120  could  be  secured. 
At  Eieele  or  Makaweli  143  ckildren  in  tke  seventh,  eighth,  and  ninth 
grades,  comprising  children  from  the  two  places,  could  doubtless  be 
secured.  Waimea  would  naturally  be  a  sixth  center  for  a  junior  high 
school,  receiving  children  from  the  Waimea  school  and  from  Kekaha 
and  Mana,  altogether  comprising  about  130  pupils. 

If  such  an  arrangement  of  junior  high  scliools  be  effected,  then  at 
two  of  the  junior  liigh-school  centers  the  work  should  be  extended 
upwards  providing  for  a  full  high-school  course.  When  this  is  done, 
it  must  be  obvious,  Lihue  would  not  be  tke  logical  site  for  a  full 
higli-school  course:  rather  the  island,  for  tkis  purpose,  would  naturally 
comprise  two  large  divisions,  one  wkose  center  migkt  properly  be  at 
Kapaa,  and  one  whose  natural  center  would  be  at  Makaweli  or  at 
Eieele,  tke  ckoice  depending  upon  available  sites. 

By  tkis  arrangement,  which  provides  for  six  junior  high  schools 
and  two  senior  high  schools  for  Kauai,  doubtless  the  practice  Vv^hich 
nov*'  prevails  whereby  a  number  of  parents  send  their  sons  and 
daughters  to  Honolulu  for  kigk-sckool  work  would  be  discontmued, 
for  tkey  would  find  it  muck  more  convenient  and  ckeaper  to  keep 
tkeir  ckildren  at  kom.e  and  send  tkem  to  local  sckools.  Under  tkis 
arrangement,  it  is  confidently  bekeved,  instead  of  a  kigk-sckool  en- 
rollment in  Kauai  of  only  58,  tkere  would  soon  be  found  many  times 
tkis  number  entering  upon  a  kigk-sckool  course. 

THE    LOCATION    OF    THE    MAUI    HIGH    SCHOOL. 

After  a  careful  consideration  of  conditions  on  tke  Island  of  Maui, 
tke  commission  is  convinced  tliat  a  kigk  sckool  skould  be  establisked 
at  Lahaina  and  that  the  site  of  the  present  high  school  at  Hama- 
kuapoko  skould  be  ckanged  to  a  point  more  central  to  its  natural 
attendance  district,  wkick  embraces  rougkly  tke  area  marked  by 
Waikiku  on  tke  vrest  and  Haiku  on  tke  east.  Tke  present  location 
at  Hamakuapoko  is  altogether  too  far  to  the  east  side  of  the  attend- 
ance district,  forcing  thereby  pupils  coming  from  Wailuku  and 
vicinity  to  go  muck  fartker  than  would  be  necessary  were  the  school 
more  centrally  situated.  While  the  commission  recognizes  the  diffi- 
culties that  exist  in  securing  a  site  at  a  more  central  point,  never- 
theless it  feels  that  if  such  a  site  is  not  secured  before  the  building 
autkorized  by  tke  legislature  is  erected  tkat  tke  attendance  district 
will  kave  at  a  later  time  to  be  divided  and  a  kigk  sckool  establisked 
at  Wailuku.  In  suck  event  tkere  would  exist  two  small  kigk  sckools 
in  a  district  wkose  needs  could  weU  be  supplied  by  one  large  and 
strong  sckool. 


bb  A   SUR\^Y   OF   EDUCATION   IN    HAWAII. 

At  present  a  tuition  fee  is  charged  all  those  vv-ho  attend  the  Maui 
High  School.  The  purpose  of  charging  such  a  fee  is  thereby  to  ex- 
chide  children  of  plantation  laborers  who,  it  was  thought,  could  not 
or  would  not  pay  the  tuition.  This  practice,  the  commission  must 
point  out,  is  discriminatory  and  unjustifiable  and  should  be  aban- 
doned. A  public  high  school  must  be  kept  open  to  the  poorest  and 
humblest  boy  or  girl  of  the  territory,  and  his  way  made  as  easy  as 
possible  if  the  school  is  to  accomplish  the  work  which  it  is  organized 
expressly  to  do.  Charging  a  tuition  fee  in  order  that  the  school  may 
be  retained  largely  for  the  children  of  the  more  prosperous  people  is 
a  plan  which  will  defeat  the  very  purpose  for  which  our  public  schools 
are  established. 

Two  complete  high  schools  then  on  Maui,  one  at  Lahaina  and  one 
somewhere  in  the  vicinity  of  Paia,  with  a  system  of  junior  high  schools 
conveniently  situated  with  respect  to  groups  of  contributor}''  ele- 
mentary schools,  together  with  a  system  of  transporting  pupils  vdio 
live  too  far  away  from  these  schools  to  walk,  will  provide  the  oppor- 
tunity needed  for  high-school  education  on  Maui  it  is  confidently 
believed. 

JUNIOR    HIGH    SCHOOLS    ON    HAWAII    AXD    OAHU. 

On  the  island  of  Hawaii  it  would  seem  that  proper  locations  for 
the  assembling  of  the  children  of  the  seventh,  eighth,  and  ninth 
grades  would  be  Honokaa,  Kohala,  Kealakekua,  and  possibly  at 
Waiohinu  also.  As  attendance  at  these  centers  grows,  additional 
grades  could  be  added  until  a  full  high  school  were  provided  at  some 
or  all  of  these  places. 

Similarlv,  on  the  Island  of  Oahu,  natural  centers  at  v\^hich  to 
establish  the  junior  high  schools  are:  Waialua,  Waipahu,  aside  from 
Honolulu. 

THE  BENEFITS  OF  A  JUNIOR  AND  SENIOR  HIGH  SCHOOL    ORGANIZATION. 

The  junior  high-school  organization,  as  generally  established,  pro- 
vides for  the  bringing  together  of  the  pupils  of  the  seventh,  eighth, 
and  ninth  grades  of  convenient!}^  situated  schools  at  a  point  central 
to  all.  B}-  congregating  pupils  of  such  grades  in  considerable  numx- 
bers,  as  vrould  be  the  case  where  all  such  grades  from  a  number  of 
schools  are  taken,  the  opportunity  is  provided,  within  reasonable 
limits  of  economy,  of  differentiating  somewhat  the  work  of  pupils  so 
that  it  is  not  necessary  for  all  to  take  exactly  the  same  course,  for  it 
enables  them  to  select  that  work  which  is  more  nearly  suited  to  their 
own  aptitudes  and  individual  needs.  Furthermore,  by  means  of  such 
an  arrangement,  teachers  can  be  secured  with  more  highl}^  specialized 
training  than  ordinarily  obtains  and,  therefore,  lines  of  work  can  be 


OKGAXIZATIOX   OF   THE   PUBLIC    SCHOOL   SYSTEM.  67 

o^Tered  m  a  junior  higli  school  which  woiiki  be  out  of  the  ciuestion 
''I  a  typical  grammar-school  organization.  In  addition,  depart- 
iiontai  work,  as  well  as  high-school  studies,  can  be  introduced  to 
much  greater  profit  than  obtains  when  these  young  people  are  held 
to  the  usual  subjects  oiTered  in  the  seventh  and  eighth  grades  of  our 
school  system  taught  in  the  usual  Y\-ay. 

Experience  in  the  States,  where  the  junior  liigh  school  form  of 
organization  is  ver}--  rapidly  becoming  the  typical  school  organiza- 
tion, is  showing  that  by  micans  of  this  form  of  organization  pupils 
become  interested  in  high-school  subjects  and  are  induced  thereby 
to  remain  in  school  not  only  during  the  seventh,  eighth,  and  ninth 
grades  but,  in  increasing  proportions,  they  enter  the  last  three 
years  of  the  senior  high  school  course.  By  means  of  this  organiza- 
tion, a  very  much  larger  percentage  of  the  school  enrollment  is  to 
be  found  in  the  high  schools  than  under  the  former  plan  of  organiza- 
tion. In  short,  10  years  of  mainland  experience  with  the  junior 
high-school  plan  discloses  the  fact  that  by  means  of  this  arrangement 
a  very  desirable  increase  in  the  flexibility  of  the  public-school  system 
is  secured.  3doreover,  bv  withdrawing  the  seventh  and  eig^hth 
grades  from  the  grade  schools,  additional  seating  capacity,  greatly 
needed  to  lessen  crowded  conditions,  vrould  be  secured  and  over- 
burdened teachers  relieved. 

Furthermore,  the  Territory  should  adopt  some  such  plan  as  the 
foregoing  for  making  a  rich  high-school  education  available  to  large 
numbers  of  island  young  people  for  the  reason  that,  as  is  pointed 
out  in  other  connections,  the  normal  school  should  no  longer  be 
permitted  to  receive  pupils  with  less  than  high-school  training. 
Cliildren  with  only  an  eighth-grade  education  can  not  be  properly 
prepared  in  four  years  to  become  teachers.  They  need  more  of  an 
informational  content  and  more  of  an  insight  into  the  principles  of 
teaching  than  can  possibly  be  given  in  four  3^ears.  Moreover, 
within  a  four-year  period  they  are  still  too  immature  in  development 
and  judgment  to  be  sent  out  into  the  schools  of  the  Territory.  In 
consequence,  to  meet  the  serious  need  for  adequately  trained  teachers 
large  numbers  of  young  men  and  v/omen  should  be  coming  on  tlirough 
the  Territorial  high  schools.  It  is  believed  the  foregoing  plan  for 
crov,-ding  the  liigli  school  back  closer  to  the  people  of  each  of  the 
islands  will  operate  to  this   end. 

TRAXSPORTIXG    PLTILS    AT    PUBLIC    EXPENSE. 

This  plan  of  congregating  pupils  at  convenient  centers  is  com- 
paratively easy  of  execution  in  the  islands  for  the  reason  that  most 
of  the  schools  on  each  of  the  islands  are  connected  by  good  auto- 
n:obile  roads  making  the  matter  of  transporting  pupils  who  live  at 
distances  a  fairlj-  easy  and  inexpensive  one.     In  this  connection,  it 


t>0  A   SUKVi^.Y    OY    EDUCATION'    12s^    HAYV^^II. 

should  be  said  that  progressive  riu'al  communities  in  the  States  are 
fully  com^mitted  to  the  practice  of  providing  at  community  expense 
transportation  for  all  children  who  live  at  considerable  distances 
from  their  respective  schools.  This  is  particularly  feasible  in  the 
Territory  of  Hawaii  which  has  been  most  progressive  and  farsighted 
in  installing  a  system  of  good  roads  on  each  of  the  islands.  The 
survey  commission,  therefore,  recommends  that  the  junior  and 
senior  high-school  form  of  organization  be  mcorporated  as  rapidly 
as  possible  and  that  transportation  be  provided  for  all  children 
Vr'ho  do  not  live  within  walking  distances  of  these  schools. 

The  commission  is  gratified  to  learn  that  a  beginning  has  been 
made  in  the  Territory,  in  West  Hawaii,  in  transporting  pupils  to 
school,  at  public  expense.  Numbers  of  children  in  the  islands  are 
walking  6  miles  to  school.  To  expect  little  children  to  walk  12 
miles  each  day,  6  miles  each  way,  is  asking  too  much  of  them.  That 
so  many  are  willing  to  do  it  uncomplainingly  speaks  well  for  their 
eagerness  and  the  eagerness  of  their  parents  for  the  training  which 
the  schools  arc  giving.  The  Territory  ought  to  see  to  it  that  such 
insistent  desire  for  an  education  is  gratified. 

SLTEPvVISIOX    OF    TERRITORIAL    HIGH    SCHOOLS. 

If  the  foregoing  suggestions  regarding  the  establishment  of  junior 
and  senior  high  schools  in  the  Territory  be  adopted,  then  the  com- 
mission would  recommend  that  needed  supervision  of  such  schools 
to  secure  coordination  of  work  and  an  increasing  adaptation  '.?f 
coulees  and  of  teaching  practice  be  vested  in  the  department  v>f 
education  of  the  University  of  Hawaii.  A  person  who  has  an  inii- 
mate  acquaintance  with  high-school  problems  and  with  high-school 
teacliing  and  administration  should  be  added  to  the  university 
faculty.  During  one-half  of  each  school  year  he  should  be  per- 
mitted to  spend  liis  entire  time  in  visiting  the  high  schools  of  the 
Territory  and  in  helping  the  principals  and  teachers  of  these  schools 
in  their  work;  during  the  other  half  year  he  should  be  required  to 
give  coui"ses  at  the  university  in  matters  pertaining  to  the  general 
field  of  high-school  Vv^ork. 

7o  THE  SUPERVISION  OF  PRIVATE  SCHOOLS. 

In  the  relationship  existing  between  the  Territorial  department 
of  public  instruction  and  the  private  schools  (foreign  language 
schools  arc  not  in  the  private  school  group),  the  Territory  is  unique. 
The  sections  of  the  law  definmg  the  relationship  of  the  private  schools 
to  the  department  of  education  are  as  follows: 

Any  person  desiring  to  estal)lish  a  private  srliool  ^^^t^xin  the  Territory  of  Hawaii 
shall,  prior  to  the  establishment  thereof,  make  application  in  writing  to  the  depart- 
ment of  public  instruction  of  the  Territory,  which  application  shall  be  signed  by  the 


ORGANIZATION   OF   THE  PUBLIC   SCHOOL   SYSTEM.  69 

applicant  or  ai:>plicanis  and  shall  state  in  substance  (1)  the  name  or  names  of  the 
persons  desiring  to  establish  such  schools;  (2)  the  proposed  location  thereof;  and  (3) 
the  course  of  instruction  and  the  languages  in  -which  such  instruction  is  to  be  given. 

Upon  the  receipt  and  approval  of  the  application,  the  department  of  public  in- 
struction shall  issue  to  the  person  or  persons  apphdng  therefor  a  permit,  in  form  to  be 
by  it  approved,  authorizing  the  establishment  of  such  school;  and  no  private  school, 
shall  be  established  within  the  Territory  except  in  conformity  with  this  chapter. 

All  persons  conducting  schools  within  the  Territory  other  than  public  schools 
shall  on  or  before  the  1st  day  of  October,  1917,  file  with  the  department  of  public 
instruction  a  statement  in  writing  signed  by  the  person  or  persons  conducting  such 
school,  showing  (1)  the  name  or  names  of  the  persons  in  charge  thereof;  (2)  the  loca- 
tion; (3)  the  course  of  instruction  and  the  languages  in  which  such  instruction  is 
given. 

Upon  the  receipt  of  such  statement  and  approval  by  the  department  of  public 
instruction  of  the  course  of  study  and  instruction  given,  the  department  of  public 
instruction  shall  issue  to  the  person  or  persons  in  charge  of  said  school  a  certificate, 
in  form  to  be  by  said  department  of  public  instruction  prescribed,  recognizing  such 
school  as  a  private  school  within  the  meaning  of  this  chapter. 

Attendance  at  any  school  established  or  maintained  without  complying  with  the 
terms  of  this  section  shall  not  be  considered  attendance  at  a  public  or  private  school 
within  the  meaning  of  this,  chapter. 

The  department  may,  from  time  to  time,  require  regularly  established  private 
schools  to  submit  reports  in  such  form  as  it  may  deem  proper.  Failure  to  comply 
with  the  provision  of  this  act  shall  constitute  an  offense  punishal  ile,  upon  conviction 
Ijy  a  fine  not  exceeding  $10  for  each  offense. 

Every  private  school  shall  be  subject  to  the  supervision  of  the  department.  It 
shall  be  the  duty  of  the  department  to  require  that  teachers  of  private  schools  l^e 
persons  of  good  moral  character:  and  that  the  premises  of  such  schools  comply  with 
the  rules  and  regulations  of  the  department  as  from  time  to  time  promulgated  with 
regard  to  sanitai'V  conditions  and.  hygiene. 

The  English  language  shall  be  the  medium  and  basis  of  instruction  in  all  public 
and  private  sch.Dols  within  the  Territory,  and  any  school  where  English  is  not  the 
m-^edium  and  basis  of  instruction  shall  not  be  recognized  as  a  public  or  private  school 
within  the  provisions  of  this  chapter,  and  attendance  thereat  shall  not  be  considered 
attendance  at  school  in  compliance  with  law:  Provided,  Jioicever,  That  the  Hawaiian 
language  shall  be  taught  in  addition  to  the  English  in  all  normal  and  high  schools  of  the 
Territory;  and  that,  where  it  is  desired  that  another  language  shall  be  taught  in  addi- 
tion to  the  English  language,  such  instruction  may  be  authorized  by  the  department 
by  direct  order  in  any  particular  instance:  Provided,  Jiowever,  That  instruction  in 
such  courses  shall  be  elective. 

While  the  law,  as  transcribed  above,  clearly  contemplates  that  the 
supervision  of  private  schools  by  the  Territorial  department  of 
education  shall  be  substantial  and  effective,  nevertheless  the  com- 
mission must  point  out  that  at  present  such  supervision  does  not  exist 
in  fact.  This  is  doubtless  partly  because  the  department  of  public 
instruction  is  completely  understaffed;  so  much  so,  indeed,  that,  as 
is  pointed  out  in  other  parts  of  the  report,  the  public  schools  them- 
selves are  not  properly  supervised.  It  therefore  seems  impossible, 
"svith  a  corps  of  workers  no  larger  than  the  Territory  has  so  far  pro- 
vided, to  undertake  the  supervision  of  the  private  schools  in  the 
manner  intended  bv  the  law. 


iV  A    bUKVJbil    UJy     JLUUUATIUJN    IJN     HAWAII. 

The  commission  feels  that  it  is  desirable  for  private  schools  to 
come  under  the  supervision  of  the  authorities  of  the  public  school 
system  in  certain  important  particulars.  Nevertheless,  tlie  commis- 
sion desires  to  point  out  that  such  supervision  should  in  no  respect 
curtail  any  reasonable  desire  on  the  part  of  the  founders  or  managers 
of  private  schools  to  initiate  intelligent  departures  in  educational 
practice.  Of  necessity,  the  public  school,  in  that  it  is  conserving  the 
interests  of  large  masses  of  pupils,  must  be  conservative.  It  can 
ill  afford  to  experiment  in  the  field  of  educational  theory  or  practice. 
Reforms  in  the  work  of  the  public  school,  therefore,  to  a  very  large 
degree,  must  be  initiated  only  after  their  soundness  has  been  demon- 
strated outside  the  State-supported  system.  It  would  be  most 
unfortunate,  therefore,  if  there  were  ever  brought  about  a  supervision 
by  State  authorities  so  detailed  and  rigid  as  to  preclude  privately 
maintained  schools  from  making  wide  variations  in  their  work. 

On  the  other  hand,  it  is  the  business  of  the  State  to  safeguard  the 
interests  of  every  child  within  its  borders  and  to  see  to  it  that  he  has 
an  opportunity  equal  to  the  opportunity  offered  any  other  child  to 
secure  an  education  and  to  carry  it  as  far  as  his  abiUty,  desire,  and 
ambition  wiU  permit.  Moreover,  the  State  must  see  to  it  that  the 
school  conditions  of  every  child  are  healthful  and  that  teachers  are 
provided  who  have  the  requisite  training,  whose  moral  principles  are 
sound,  and  who  have  an  unquestioned  loyalty  to  the  traditions  and 
principles  on  which  our  Government  is  founded. 

The  commission,  therefore,  feels  that  the  Territory  has  done  well 
to  place  such  a  law  on  its  statute  books  and  suggests  the  great  desir- 
ability of  so  increasing  the  sta.ff  of  its  supervisorial  force  that  the 
purpose  of  the  law  can  be  carried  into  effect. 

8.  THE  TERRITORIAL  DEPARTMENT  HAS  MADE  A  BEGINNING  IN 
ORGANIZING  THE  KINDERGARTEN. 

Though  the  kindergarten  is  the  youngest  member  of  our  educational 
family,  its  active  growth  in  this  country  falling  well  within  the  last 
half  century,  yet  it  has  won  its  way  to  an  established  place  in  our 
school  system,  as  a  glance  at  the  record  of  the  growth  of  the  move- 
ment will  show.  The  first  kindergarten  on  the  mainland  to  be  organ- 
ized in  connection  with  the  public  school  system  was  estabhshed  in 
Boston  in  1870,  but  was  discontinued  after  a  few  years.  For  20 
years  the  movement  grew  very  slow'ly,  so  slowty,  in  fact,  that  by 
1890  it  had  secured  legal  recognition  in  but  a  half  dozen  States  and 
formal  adoption  in  no  more  than  five  or  six  of  the  larger  cities  and 
in  but  25  or  30  of  the  smaller.  Now,  however,  nearly  every  State  in 
the  Union  has  permissive  kindergarten  legislation  and,  as  shown  by 
the  1915-16  statistics  of  the  United  States  Bureau  of  Education, 
1,228  cities  report  a  total  of  8,463  kindergartens,  with  an  aggregate 
enrollment  of  434,022  children  and  employing  nearly  9,000  teachers. 


ORGANIZATION   OF   THE   PUBLIC   SCHOOL   SYSTEM.  71 

BASIC    PEINCIPLES    OF    THE    KIXDERGARTEN. 

Froebel,  the  founder  of  the  kindergarten,  conceived  the  true 
educational  process  to  be  one  which  is  rooted  and  grounded  in  the 
child's  own  spontaneous  self-activity;  for,  he  held,  the  impulses 
which  cause  humanity  to  aspire  to  progress  are  instinctive  and  will 
be  expressed  spontaneously  in  childhood  through  play  if  opportunity 
be  afforded.  He  believed,  therefore,  that  the  play  impulse,  so  char- 
acteristic of  young  children,  should  be  looked  upon  as  the  chief 
agency  in  education.  So  he  insisted  that  children  be  permitted  to 
play  with  the  same  freedom  that  they  would  exercise  if  at  home, 
and  yet,  withal,  that  this  play  be  conducted  under  the  eye  of  a  teacher 
who  should  be  ^^^se  enough  to  organize  and  interpret  these  expres- 
sions of  the  child's  instincts  and  give  them  significance  ^\'ithout 
inhibiting  the  exercise  of  his  spontaneity. 

The  various  play  activities  of  childhood,  Froebel  held,  fell  naturally 
into  two  groups:  That  in  which  the  qualities  of  a  social  character, 
such  as  cooperation,  subordinating  individual  desire  to  the  group 
will,  and  the  abihty  to  give  and  take,  are  developed ;  and  that  in  which 
the  child  gains  certain  necessary  sense  impressions  and  perceptions. 
To  the  first  of  these  belong  group  games,  such  as  games  of  skill  and 
dramatic  games,  in  which  children  impersonate  such  social  workers 
as  the  farmer,  the  carpenter,  and  the  housewife.  Activities  belonging 
to  this  group  require  no  material  equipment.  To  the  second  belong 
the  activities  centering  about  the  playthings  or  ''gifts"  which  he 
proposed  to  place  in  the  child's  hands  at  successive  intervals,  and  the 
various  manual  *'* occupations"  which  vrere  designed  by  him  to 
keep  pace  with  the  child's  growth  and  interest.  By  means  of  the 
''gifts,"  arranged  in  series,  and  the  activities  associated  therewith, 
the  child  is  to  be  made  conscious  of  the  simple  but  fundamental 
ideas  of  color,  of  form,  of  number,  of  dimension,  of  v/eight,  of  sound, 
and  of  direction  and  position.  Through  the  "occupations"  which 
he  outlined  opportunity  is  provided,  he  holds,  for  an  exercise  of  the 
powers  of  perceiving,  observing,  thinking;  and  for  the  gaining  of 
certain  artistic  appreciations  through  constructing  things  having 
harmonious  and  pleasant  forms. 

The  kindergarten  practice  in  the  United  States  has  received  an 
extremely  searching  examination  and  appraisal,  for  it  has  been  forced 
to  sc[uare  its  principles  and  methods  by  criteria  which  have  come  into 
our  present-day  thought  as  a  result  of  investigations  in  the  fields  of 
physiological  psychology  and  of  chiild-study  and  thi^ough  the  con- 
tributions made  to  the  discussion  by  the  Herbartians.  These  criteria 
have  profoundly  modified  kindergarten  theory  and  practice  as  set 
forth  by  Froebel  and  interpreted  by  his  followers,  but  the  Froebelian 
conceptions  that  education  is  a  process  of  development  rather  than 


one  of  instruction;  that  play  is  the  natural  means  of  development 
during  the  first  years;  that  the  child's  creative  activit}"  must  be  the 
chief  factor  in  his  education;  and  that  his  present  interests  and  needs, 
rather  than  the  demands  of  the  future^  should  determine  the  material 
and  method  of  instniction,  are  all  conceptions  which  are  sanctioned 
by  the  conclusions  reached  in  the  fields  of  modern  educational  inves- 
tigation and  research.  In  consequence  of  this  critical  examination, 
kindergarten  practice  has  been  profoundly  modified,  but  the  funda- 
mental things  for  which  Froebel  stood,  and  upon  which  kmdergarten 
activities  are  based,  are  more  generally  mdorsed  than  ever  before,  a,nd 
it  can  confidently  be  said  that  the  kindergarten  is  now  so  thoroughly 
established  in  public  confidence  and  so  strongly  grounded  m  accepted 
theory  that  its  place  in  our  school  system  will  never  agam  be  seriously 
endangered. 

THE    INFLUENCE    OF    THE    KINDERGARTEN    ON    PRIMARY    EDUCATION. 

I] I  turn,  the  kindergarten  idea  is  having  a  reciprocal  influence  of 
far-reaching  character  on  the  aims  and  methods  of  elementary  educa- 
tion, especially  of  the  primary  grades.  Beautifymg  the  schoolroom 
with  pictures  and  plants ;  the  introduction  of  movable  desks  and  chairs 
in  the  lower  grades ;  the  substitution  of  songs  and  games  and  dramatic 
plays  for  the  formal  drills  and  the  rigid,  repressive  discipline;  the 
appeal  to  the  child's  fancy  through  storj-telling;  the  sympathetic 
attention  to  the  child's  physical  needs;  the  use  of  out-of-door  excur- 
sions and  work  with  garden  plats ;  the  employment  of  many  forms  of 
handwork  in  the  schoolroom;  and  the  growing  practice  of  having  the 
long  vacation  come  during  the  inclement  winter  months  instead  of 
during  the  summer,  an  arrangement  especially  suited  to  little  children, 
are  some  of  the  results  of  the  recognition  in  the  grades  of  the  validity 
of  the  principle  underlying  kindergarten  activities,  that  education 
comes  by  way  of  the  child's  ovv'n  self-activity. 

EFFECT    OF    KINDERGARTEN    TRAINING    ON    PROMOTION. 

Whde  the  kindergarten  is  primarily  concerned  with  the  content  of 
education  and  its  spirit  and  with  the  fulhiess  of  the  life  of  the  child, 
matters  which  do  not  lend  themselves  to  statistical  evaluation,  never- 
theless studies  have  been  made  which  tend  to  show  that  the  child  who 
has  had  kindergarten  training  is  likely  to  make  more  rapid  progress 
through  the  grades  than  those  who  have  had  no  such  training.  A 
study  made  in  Kenosha,  Wis.,  for  example,  based  on  the  records  of 
925  children  who  had  had  kindergarten  instruction,  and  738  children 
who  had  entered  school  without  such  training,  while  not  conclusive, 
suggests  that  the  first  group  had  fev*'er  who  were  retarded  in  their 
later  school  work.     Supt.  Harvey,  of  Pawtucket,  R.  I.,  found  in  his 


OEGAKIZATIOISr   OF   THE   PUBLIC   SCHOOL   SYSTEM.  7S 

schools  that  60  per  cent  of  the  children  entermg  school  uuder  the  age 
of  5  years  and  3  months ,  without  kindergarten  training,  failed  of 
promotion,  against  35  per  cent  of  those  who  had  had  kindergarten 
trainmg.  Of  those  entering,  whose  ages  fell  between  5  years  3  months 
and  6  years,  30  per  cent  failed  who  had  had  no  kindergarten  training, 
agamst  16  per  cent  of  those  who  had  b^en  through  the  kindergarten. 
And  of  the  children  6  years  and  over^  the  failures  in  the  two  groups 
stood  at  21  per  cent  and  10  per  cent,  respectively. 

A  more  recent  study  of  the  effect  of  the  kindergarten  in  lessening 
the  number  of  repeaters  is  that  by  a  committee,  appointed  m  1915,  of 
the  superintendents  and  school  boards  branch  of  the  Michigan  State 
Teachers'  Association,  reported  by  Berry.  The  report  shows  that 
this  question  of  the  influence  of  the  kindergarten  was  studied  in  the 
records  of  one  group  of  schools  in  the  lower  peninsula  region  of  Michi- 
gan which  consisted  of  94  towns  and  cities,  19  of  which  were  without 
the  kindergarten  and  75  haTing  this  form  of  organization. 

The  facts  regarding  repetition,  as  disclosed  by  this  report,  a,re  as 
follows : 

Influence  of  the  kindergarten  on  repi'tition  in  Miehigan. 


Percentage  of  repeaters  in  all 
dumber  grades, 

of  cities  ! 

and 
towns. 


Percentage  of  repeaters  in  the 
first  grade  only. 


Boys.         Girls. 


No  kindergarten i  19  -         13.8  i         10.2 

With  kindergarten '  75  [         11.0  i  7.8 


Both.     :    Boys.         Girls.     :    Both. 


10.2  :  27.4  :  15.6  ;  27.7 

7. 8  15. 2  1  10.  -t  1  12.  S 


The  table  shows  that  in  the  19  towns  without  a  kindergarten  the 
percentage  of  repeaters,  all  grades  considered,  is  28.7  per  cent  greater 
than  in  the  75  towns  haTuig  kindergartens;  while  in  the  first  grade, 
taken  by  itself,  the  percentage  of  repeaters  in  the  towns  having  no 
kindergartens  exceeds  the  towns  havuig  the  kindergartens  by  69.5 
per  cent. 

The  foregoing  studies  are  significant,  for  they  indicate  that  the 
kmdergarten  is  an  important  factor  in  reducing  repetition  in  suc- 
ceeding grades,,  and  especially  m  the  first  grades.  It  exercises  this 
ii).fluence,  doubtless,  both  directly  and  indh^ectly;  directl}^,  m  the 
sense  that  such  traming  tends  to  fit  a  child  for  quickly  '' finding 
himself  "  in  the  usual  work  of  the  school;  and  then,  indirectly,  by  keep- 
uig  children  out  of  the  first  grade  until  they  are  more  mature.  Con- 
siderable pressuie  is  brought  to  bear  upon  school  officials  in  many 
places  v/here  no  kindergarten  has  been  established  to  admit  children 
to  the  first  grade  before  they  have  reached  the  age  of  6.  A  percent- 
age of  repetition,  therefore,  in  the  first  grade  in  such  schools  is  due 
to  the  immaturity  of  such  children,     A  study  of  this  factor,  ui  causing 


repetition,  has  never  been  made,  it  is  believed.  However,  in  the 
Michigan  study,  just  referred  to,  it  was  found,  for  example,  that  in 
the  19  to\Mis,  having  no  kmdergarten,  33  per  cent  of  the  enrollment 
of  the  first  grade  were  not  older  than  5  years  vvhen  they  entered 
school,  whereas  among  the  75  cities  having  the  kindergarten,  this 
percentage  was  reduced  to  7.8  per  cent. 

Another  stud}^  of  significance,  but  along  a  different  line,  was  made 
by  the  superintendent  of  the  Boston  schools  in  1913.  He  asked  49 
kindergarten  teachers  to  do  advanced  kindergarten  work  with  the 
children  of  60  classes  m  the  primary  grades  for  two  afternoons  a  week, 
continuing  for  a  year.  Great  freedom  was  permitted  in  the  choice  of 
activities  and  in  the  arrangement  of  the  program.  Advanced 
''gifts"  and  handwork  were  used  in  most  of  the  classes,  the  former 
for  free  construction  and  for  number  work,  the  latter  for  hand  training 
and  for  free  expression  of  experiences.  Games  were  played,  stories 
were  told,  and  many  excursions  were  taken  to  the  vroods,  parks,  farms, 
and  beaches,  providing  rich  materials  for  conversation  and  for  expres- 
sion through  handwork.  At  the  close  of  the  year  60  j^rimary  grade 
teachers,  vrho  were  the  regular  teachers  of  the  classes,  were  asked  for 
reports  and  frank  comments  on  the  experiment.  Ail  but  one  reported 
favorably,  while  many  spoke  of  the  results  in  terms  of  enthusiasm. 

Recently  one  of  the  members  of  the  survey  commission,  visiting 
the  public  plantation  school  at  Hamakuapoko,  Maui,  observed  that 
the  children  of  the  class  of  beginners,  made  up  almost  entirely  of 
orientals,  were  unusually  responsive  to  tliQ  questions  of  their  teacher, 
and  replying  in  language  of  a  nmch  better  quality  than  most  beginning 
children  on  the  plantations  can  command.  Upon  inquiry  it  was 
learned  that  the  entire  class  had  had  training  in  a  near-by  kindergarten 
maintained  privately  by  one  of  the  plantation  owners. 

THE    SITUATIOX    IX    HAWAII. 

Largeh'  in  response  to  the  excellent  work  done  by  the  Free  Kin- 
dergarten and  Cliildren's  Aid  Association  of  Hawaii,  referred  to  in 
Chapter  I,  the  Territorial  Legislature  at  its  last  session  authorized 
the  department  of  education  to  organize  one  kindergarten  on  each 
of  the  four  principal  islands.  While  this  program  has  not  yet  been 
fully  executed,  as  insufficient  funds  were  provided,  nevertheless  it  is 
the  first  step  in  a  plan  which  the  commission  sincerely  hopes  will 
lead,  within  a  very  short  time,  to  the  organization  of  a  kindergarten 
in  every  school  in  the  Territory.  The  commission  is  convinced,  after 
a  careful  study  of  the  conditions  which  obtain  in  the  islands,  that  no 
more  important  single  step  in  Americanizing  the  children  of  the 
foreign  born  can  be  taken  than  in  the  establishment  of  a  kinder- 
garten' or  kindergartens  in  every  settlement  in  the  Territory.     In 


OEGANIZATIOIs'   OF   THE   PUBLIC   SCHOOL  SYSTEM.  75 

order  to  make  such  a  project  a  success  it  will  be  necessary  for  the 
department  to  secure  an  efficient  head  to  this  work  and  to  establish 
training  courses  under  competent  directors  for  the  training  of  teach- 
ers for  kindergarten  work.  In  this  connection  the  commission  would 
recommend  that  the  training  of  teachers  for  tjie  kindergarten  be 
made  a  part  of  the  work  of  the  educational  department  of  the  uni- 
versity, wliich  the  commission  has  recommended  in  another  part  of 
this  chapter. 

9.  THE  SUPERVISION  OF  THE  DEPARTMENT. 

Under  the  present  organization,  the  educational  department  of 
the  Territory  is  clearly  lacking  in  teacher  supervision.  The  princi- 
pals of  the  schools  throughout  the  Territory  teach  full  time  and  in 
consequence  are  unable  to  give  any  systematic  attention  to  the  class- 
room supervision  of  their  teachers.  There  are  seven  supervising 
principals  in  the  islands — thj-ee  on  Hawaii;  one,  with  an  assistant, 
on  Maui;  two  on  Oahu;  and  one  on  Kauai.  The  territory  which 
each  is  obliged  to  cover  is  very  large.  The  population  for  the  most 
part  is  scattering  and  consequently  the  schools  in  many  instances 
are  miles  apart,  which  requires  that  the  supervising  principals  shall 
spend  much  of  their  time  in  the  sheer  act  of  reaching  the  schools. 
In  consequence,  the  corps  of  supervising  principals  is  unable  to  do 
much  more  than  to  attend  to  the  various  administrative  matters 
within  their  respective  districts  which  are  insistent  and  which  can 
not  be  neglected.  It  is  obviously  impossible  for  them  to  give  more 
than  a  cursor}^  attention  to  the  intimate  detail  of  classroom  prob- 
lems, problems  of  class  management  and  instruction,  which  confront 
each  of  the  teachers.  This  is  especially  unfortunate  in  the  schools 
of  the  Territory  because  of  the  fact  that  the  teaching  force  is  rela- 
tively more  unstable  than  in  mainland  communities.  Teachers  in 
the  Territory  are  shifting  from  school  to  school  with  great  frequency. 
Furthermore,  the  department  must  rely  upon  mainland  sources  for 
a  considerable  percentage  of  its  teachijig  force.  These  teachers  arrive 
in  the  Territory  knowing  nothing  about  local  conditions  or  about  the 
problems  arising  in  connection  with  the  various  nationalities  repre- 
sented in  the  school  enrollment  and  to  which  mainland  teachers  are 
unaccustomed. 

The  course  of  study,  likewise,  is  very  different  from  that  to  which 
they  have  been  accustomed,  and  in  consequence  it  takes  a  consider- 
able time  for  the  new  teachers  to  make  their  adjustments.  During 
tliis  process,  the  children  naturally  are  placed  at  a  disadvantage  in 
their  schoolroom  work.  A  great  deal  could  be  accomplished  in  bridg- 
ing over  this  transition  period  if  the  department  were  so  organized 
that  a  closer  supervision  by  men  and  women  thorouglily  familiar 
with  island  conditions  and  with  classroom  difficulties  could  be  pro- 
vided. It  is  obvious  that  a  single  supervising  principal  on  Maui  or 
10146°— 20 6 


Kauai,  or  two  on  the  Island  of  Oaliu.  or  oven  tliree  on  the  Island  of 
Hiiwaii,  must  find  it  impossible  to  give  each  teacher  under  their 
juiisdiction  the  close  personal  attention  which  progressivi3  commu- 
nities on  the  mainland  are  finding  necessary  even  under  the  relatively 
more  favorable  conditions  which  there  obtain.  The  survey  com- 
mission, therefore,  recommends  that  steps  be  taken  to  secui'e  tliis 
type  of  supervision  now  so  much  needed  in  the  Territory.  Further- 
more, it  believes  that  much  can  be  accomplished  in  securing  super- 
vision of  the  chai^acter  indicated  by  ejffecting  an  organization  along 
the  lines  of  the  plan  known  as  the  *^  group  principal  plan  of  school 
supervision/' 

THE    GitOUP    PRINCIPAL    PL  AX    OF    SUPEKVISIOX. 

According  to  this  plan  of  organization,  the  schools  of  a  given  island, 
for  purposes  of  supervision,  can  be  grouped  so  that  it  would  be  pos- 
sible for  a  principal  of  the  group,  freed  from  classroom  teaching,  to 
devote  his  or  her  entire  time  to  helping  the  individual  teachers  of  tlie 
group  in  their  work.  Thus,  by  way  of  illustration,  the  elementary 
schools  on  the  Island  of  Maui,  for  purposes  of  such  group  supervision, 
could  be  combined  natural!}'  into  some  seven  groups,  as  f oUows : 

Group  I,  vrith  2S  teachers  and  aJi  enrollment  of  979  pupils,  com- 
prising tlie  following  scliools,  none  of  which  is  more  than  10  miles 
from  a  conmion  center:  Ksmehameha  ill,  Olovralu,  Puukolii,  IIouo- 
kowai,  Honokohua,  Laniii. 

Group  II,  with  22  teachers  and  an  enrollment  of  74:')  pupils,  com- 
prising the  foilo^^ng  schools,  none  of  which  is  more  than  10  miles 
from  the  center:  Wailuku,  Waihee,  Kahakuloa,  Waikapu,  Kihei. 

Group  III,  with  30  teachers  and  an  enroUmeni  of  1,030  pupils, 
comprising  the  foilo^\ing  schools,  none  of  which  is  more  than  8 
miles  from  the  center:  Puunene,  Kahului,  Spree klesvilie,  Keahua. 

Group  IV,  with  29  teachers  and  an  enrollmerit  of  1,030  pupils, 
comprisiag  the  following  schools,  none  of  v>'hich  is  more  than  12 
miles  from  the  center:  Paia,  Hamakuapoko,  Haiku,  Kuiaha. 

Group  V,  with  40  teachers  and  an  enrollment  of  7S5  pupils,  com- 
prising the  foilo^,ving  schools,  none  of  which  is  more  than  20  miles 
from  the  center:  Makavrao,  Kaupakalua,  Halehaku,  Huelo,  Keala- 
hou,  Keokea,  Ulupalakua,  Makena. 

Group  VI,  with  16  teachers  and  an  enrollment  of  540  pupns,  com- 
prising the  following  schools,  none  of  which  is  more  than  20  miles 
from  the  center:  Plana,  Kaeleku,  Nahiku,  Keanae,  Ilaou.  Kipahulu, 
Kaupo. 

Group  VII,  with  9  teachers  and  an  enrollment  of  270  pupils,  com- 
prising the  following  schools,  none  of  which  is  more  than  25  miles 
from  the  center:  Kaluaaha,  Waialua,  Halav/a,  Kamalo,  Kaunakakai, 
Kalae. 


OEGANIZATIOl'T   or   TPIE   PUBLIC   SCHOOL  SYSTEM.  77 

By  placing  in  cliarge  of  each  of  these  groups  a  group  |)rin<:'ipal;  who 
hy  experience,  training,  and  ternperamenlal  aptitude  is  quahfied  to 
i:ive  to  individual  teachers  that  inspirational  and  lielpful  supervision 
v\  Iiich  they  need,  a  great  advance  in  the  efficiency  of  the  classroom 
work  now  prevailing  throughout  tlie  islands  would  he  secui'ed,  for  it 
must  frankly  he  pointed  out  by  the  commission  that  at  present  there 
is  a  great  deal  of  exceedingly  aimless,  pointless,  and  inefficient  teach- 
ing l)eing  done  in  the  schools  on  all  of  the  islands.  Under  tactful 
and  intelligent  guidaJice  of  the  kind  w^hich  the  commission  has  sug- 
gested, many  of  the  teachei"s  vv^ho  are  now  im wittingly  doing  such 
poor  work  would  develop  into  strong  and  efficient  teachers.  In  car- 
rying sue] I  a  plan  as  tliis  into  execution,  however,  the  commission 
suggests  that  its  success  depends  upon  a  fortunate  selection  of  group 
principals.  In  vievv'  of  the  responsibilities  devolving  upon  such  a 
principal,  the  commission  suggests  that  the  group  principal  plan  be 
put  into  effect  only  as  the  superintendent  of  public  instruction  and 
the  commissioners  of  education  are  convinced  beyond  doubt  that 
there  are  available  suitable  persons  for  this  office. 

Such  a  plan  of  organization  for  purposes  of  supervision,  it  should 
be  pointed  out,  would  not  necessarily  eliminate  the  present  corps  of 
supervising  principals,  for,  in  the  event  that  the  survey  commission's 
plan  for  creating  county  boards  of  education  and  vesting  them  with 
large  powers  in  local  matters  be  adopted,  then  n.aturally  the  super- 
vising principal  or  principals  on  each  of  the  islands  would  stand  in 
relation  to  the  county  board  of  education  as  Vv^ould  a  county  super- 
intendent of  schools  on  the  mainland. 

Under  this  plan  of  group  principal  supervision,  the  commission 
wishes  to  point  out,  sufficient  clerks  should  be  provided  so  that  tlie 
time  of  the  principals  will  not  be  occupied  with  statistical  and  busi- 
ness matters,  for  the  work  of  greatest  importance  which  these  persons 
can  do  is  in  dealing  with  the  problems  of  the  classroom  confronting 
the  individual  teacher.  Attention  should  not  be  diverted  from  this 
important  work  to  routine  matters  having  to  do  v/ith  statistics, 
reports,  attendance,  and  the  thousand  and  one  details  of  an  admin- 
istrative character  which  can  be  handled  by  a  competent  clerk  as 
well  as  by  a  relatively  high-salaried  principal.  One  competent  clerk 
assigned  to  each  group  of  schools  presided  over  by  a  group  principal, 
the  commission  suggests,  would  be  adequate  to  take  care  of  such 
de  tails. 

SPECIALISTS  IX  TEACHIXG  ^.nOTHODS  NEEDED  ON  EACH  OF  THE  ISLANDS. 

If  the  junior  high  school  fonn  of  organization,  recommended  in 
another  part  of  this  report,  be  adopted  and  if  also  the  grou]:)  prin- 
cipal plan  of  supervision  be  likewise  put  into  operation,  the  result 


7»  A  SURVEY   OF   EDUCATIOIn    II^   HAWAII. 

SO  far  as  school  organization  is  concerned,  would  be  a  large 
group  of  elementary  schools  none  of  which  would  contain  grades 
beyond  the  sixth  grade;  a  second  group  of  junior  high  schools  com- 
prising the  seventh;  eighth,  and  ninth  grades;  and  a  third  group  of 
schools;  still  fewer  in  number;  having  the  tenth,  eleventh,  and  twelfth 
grades,  or  comprising  with  the  junior  high  schools  the  six  grades  of 
the  public  school  secondary  course.  Inasmuch  as  it  will  be  difficult  to 
secure  group  principals  who  themselves  in  ail  cases  are  familiar  v/itb 
the  best  naethods  of  schoolroom,  practice,  it  would  be  desirable  in 
addition  that  on  each  of  the  islands  there  be  placed  one  expert  in 
prim^ar}"  grade  methods  and  one  in  the  methods  of  the  more  advanced 
grades  of  the  elementary  school.  These  two  experts  in  classroom 
work  should  spend  their  time  in  working  with  the  group  principals 
and  with  the  teachers  to  the  end  that  classroom  work  may  be  properly 
coordinated  and  also  to  the  end  that  there  shall  be  provided  a  means 
whereby  teachers,  many  of  whom  are  poorly  trained  or  who  are 
unfamiliar  with  local  conditions,  can  rapidly  improve  in  the  quality 
and  character  of  their  teaching  work.  By  such  an  organization  as  the 
foreg:oing  on  each  of  the  islands  the  commission  is  convinced  that  the 
Territory  would  place  itself  in  a  position  where,  mthin  a  very  few 
years,  the  quality  of  instruction  offered  in  the  schools  would  be  equal 
to  tliat  to  be  found  now  in  the  best  schools  of  the  mainland  and  at  the 
same  time  would  be  shaped  up  to  meet  the  peculiar  conditions  and 
needs  of  the  children  of  the  variou.s  racial  groups  comprising  the 
population  of  the  islands. 

10.  THE  WORK  OF  THE  TERRITORIAL  NORMAL  SCHOOL. 

Under  the  laws  of  the  Territory  of  Hawaii,  the  Territorial  normal 
school  is  under  the  immediate  direction  and  control  of  the  superin- 
tendent of  public  instruction  and  the  commissioners  of  education.  It 
has  a  faculty  of  32  teachers  and  an  enrollment  of  422  pupils.  In 
adcUtion,  there  is  a  training  school  connected  with  the  normal  school 
comprising  the  8  grades  of  the  public  school  course  and  enrolling 
518  pupils.  This  training  school  is  in  charge  of  a  corps  of  18  teachers, 
all  worldng  under  the  direction  and  supervision  of  the  principal  of 
the  normal  school.  During  the  25  years  of  its  existence  the  normal 
school  has  graduated  682  teachers,  of  which  number  there  are  now 
438  teaching  in  the  public  schools  of  the  Territory. 

Various  courses  of  study  have  been  attempted,  those  at  present 
represented  being  as  follows: 

1.  A  four  years'  course  beyond  the  elementary  scliool,  wliicb  leads  to  a  normal 
Bchool  diploma,  efiuivalent  to  the  highest  form  of  certification  for  elementary  grades. 

2.  A  one-year  course  for  graduates  of  high  schools,  which  loads  to  a  normal  school 
diploma  of  equivalent  value  to  the  above. 


ORGANIZATION   OF   THE   PUBLIC   SCHOOL  SYSTEM.  i^ 

3.  A  four-years'  course  beyond  the  elementary  school  v/ithcut  algebra  and  geometry 
and  apparently  for  tliose  unusually  handicapped  in  the  mastery  of  correct  English. 
This  leads  to  a  normal  certificate  equivalent  to  primary  grade  certification. 

4.  A  one-year  course  for  high  school  graduates,  Avithout  algel^ra  and  geometry, 
leading  to  the  same  normal  certificate.  A  course  primarily  for  weaker  high  school 
students. 

BUILDINGS    AND    EQUIPMENT. 

The  location  of  the  noraial  school,  situated  as  it  is  on  a  bit  of  land 
dug  into  a  hillside  slope,  scarcely  larger  tlian  the  building  upon  it, 
although  all  that  is  desirable  from  the  Tiewpoint  of  scenic  effect,  is 
not  a  suitable  place,  obviously,  for  giving  teachers  in  training  the 
kind  of  experience  they  need  if  they  are  later  to  help  in  an  effective 
way  in  shaping  the  work  of  the  public  school  to  raeet  the  needs  of  the 
new  order  in  Hawaii.  It  will  be  unfortunate,  the  commission  feels, 
if  more  money  is  expended  in  erecting  buildings  on  the  present  site. 
.  All  the  buildings  show  the  need  of  renovation,  but  since  the  present 
fund  for  repairs  and  maintenance  (which  includes  janitor  service) 
is  only  $2,000  per  year,  it  is  difficult  to  see  how  more  could  be  done  in 
this  direction.  In  view  of  prevailing  prices  a  fund  of  .?4,000  or  $6,000 
per  year  should  be  set  aside  for  these  items  alone. 

But  equally  serious  is  the  fact  that  the  present  plant  needs  decided 
modernizing  to  make  it  meet  the  demands  of  the  present  faculty, 
student  body,  and  training  school  pupils.  There  should  be  enough 
classrooms  so  that  each  teacher  can  have  one  of  her  own.  Two  or 
three  teachers  are  now  obliged  to  share  a  room.  No  study  rooms  are 
available  for  students.  The  library  should  be  four  or  five  times  its 
present  size.  The  physical  training  work  should  be  given  offices  and 
quarters  within  some  building,  as  the  present  recognition  of  this 
important  work  represents  the  merest  makeshift.  There  should  be 
adequate  accommodations  for  teachers'  dressing  rooms.  Finally, 
toilet  facilities  for  both  faculty  and  pupils  are  most  inadequate, 
while  those  used  by  the  boys  are  unsanitary. 

The  present  value  of  equipment  is  stated  by  the  administration  of 
the  school  to  be  $13,953.81,  which  represents,  for  the  two  decades  in 
which  the  school  has  been  in  its  present  location,  an  average  value  of 
about  $698  per  3^ear.  When  consideration  is  taken  of  the  needs  of 
modern  teacher  training  institutions  along  the  line  of  scientific 
appai^.tus,  chemicals,  books,  maps,  charts,  pictures,  and  collections, 
it  appears  that  appropriations  for  equipment  have  fallen  far  short  of 
necessities.  A  surve}^  of  the  various  departments  of  the  school  more 
than  justified  this  statement.  In  fact,  until  the  Territory  makes 
more  liberal  grants  for  the  equipment  of  tlie  normal  school  it  must 
necessarily  expect  the  efficiency  of  the  faculty  not  to  mention  the 
resourcefulness  of  the  cadet  teachers  to  be  very  materially  handi- 
capped.    The  library,  in  particular,  is  one  case  in  point.     With  a  very 


meager  yearly  budget  for  the  piUThase  of  books  it  iias  frequently 
been  denied  the  privilege  of  using  its  allowance  in  full.  For  example;  it 
nowbas  on  its  shelves  severahvorks  of  which  no  use  is  evermade.  Some 
of  these  run  into  1 5  or  20  volumes .  Inquiry  showed  that  frequen  tly  in 
the  past  such,  sets  of  books  had  been  purchased  from  agents  by  some 
official  in  the  oihce  of  the  department  of  public  instruction  and  then 
had  been  sent  to  the  normal  school  and  charged  to  the  library  fund. 
Under  such  lax  regulations  it  is  not  surprising  to  find  the  library 
decidedly  lacking  in  vigorous,  up-to-date  literature  of  either  an 
academic  or  professional  character.  Laboratory  equipment  is  another 
case  in  point.  Although  the  normal  school  subserves,  in  a  sense, 
the  double  purpose  of  providing  secondary  education  and  training  in 
teaching  it  may  be  said  that  laboratories  for  work  in  sciences  are 
almost  nonexistent.  No  matter  how  well  equipped  the  facult},'' 
representatives  of  the  science  subjects  may  be,  the  handicaps  under 
which  they' work,  through  lack  of  equipment,  make  it  impossible  for 
their  courses  to  get  any  great  distance  from  formal  book  work. 
Tliroughout  the  institution,  in  truth,  the  observer  finds  himself  all 
too  frequently  asking  the  question,  What  resources  in  the  way  of 
equipment  has  the  school  other  than  textbooks  v 

THE  FACULTY  OF  THE  NORMAL  SCHOOL. 

The  faculty  of  the  normal  school  in  matters  touching  training  for 
their  work,  professional  interest,  and  personality  makes  a  very 
favoi'abie  impression.  In  the  normal  department  proper  there  are 
27  regular  teachers,  24  women  and  3  men,  and  6  special  teachers 
(women),  most  of  whom  give  part  time  only  to  the  school.  In  the 
training  school  department  there  are  18  teachers,  all  of  whom  are 
women.  One-third  of  the  normal  faculty  are  in  their  first  y^ear  of 
normal  work;  4  are  in  the  second  year;  6  have  been  in  the  school 
from  t^'O  to  five  years,  and  one-third  over  five  years,  1  having  served 
19  years  and  another  20  years.  The  principal  has  been  with  the 
institution  for  22  years.  In  the  training  school  one-half  of  the 
teachers  are  new  this  year;  6  are  beginning  their  second  year,  and  the 
remaining  3  have  held  their  positions  three,  four,  and  five  years, 
respectively.  The  records  of  tenure  for  1918-19  are  very  similar.  In 
the  normal  department  12  teachers  retired  at  the  end  of  the  year, 
of  whom  9  had  served  one  year  or  less.  Of  20  teachers  in  the 
training  school  for  1918-19,  16  had  served  one  year  or  less.  These 
figures  indicate  a  very  serious  lack  of  permanence  within  the  instruc- 
tional staff,  creating  a  condition  which  is  disconcerting,  to  say  the 
least.  In  public  school  systems  generally  it  is  recognized  that  sta- 
bility of  the  teaching  force  is  essential,  if  the  best  results  are  to  be 
attained  in  the  classroom ;  then,  how  much  more  essential  it  is  that  a 
teacher  training  center  maintain  its  staff  with  sufficient  permanence 


OFvGAXIZATION    OF   THE   PUBLIC    SCHOOL   SYSTEM.  81 

to  develop  and  carry  out  effective  cooperation.  Wiiiie  miicli  of  the 
instability  in  the  teaching  corps  of  the  territory  is  due  to  inadequate 
salaries  and  inconvenient  local  conditions  as  to  living,  the  survey 
commission  is  of  the  opinion  that  in  the  case  of  the  Territorial  normal 
and  training  school  this  difficulty  of  keeping  together  a  continuous 
and  contented  faculty  is  primarily  chargeable  to  the  administration 
of  tlie  school. 

In  general  it  may  be  said  that  the  teaching  corps  in  both  depart- 
naents  of  the  institution  represents  very  satisfactory  training,  those 
from  the  mainland  and  those  who  have  taken  advanced  work  there 
possessing  decided  advantages.  But  frankness  impels  the  statement 
that;  in  the  case  of  the  few  teachers  who  are  locally  trained  and  who 
know  only  the  traditions  of  the  institution;  there  is  a  very  evident 
lack  of  vision  as  to  the  possibilities  of  their  work. 

Professional  mterest  and  zeal  are  indicated  b}-  the  reports  of  the 
staff  along  the  ime  of  the  reading  of  modern  educational  books  and 
magazines;  and  here  there  is  some  need  of  stimulus  and  guidance 
more  cs]:iecialiy  on  the  part  of  the  training  school  teachei-s.  Four 
teachers  only  of  46  report  reading  the  Hawaiian  Educational  Review 
though  this  may  be  due  to  oversight.  Among  the  normal  department 
instructors  the  special  subject  teachers  are  in  touch  with  modern 
magazines  in  their  own  fields,  ^vhUQ  others  of  this  group  name  practi- 
cally one  magazine,  the  Educational  Review.  But  this  group  reads 
quite  consistently  magazines  of  such  general  world  interest  as  the 
National  Geographic,  Literary  Digest,  World "s  Work,  Review  of 
Reviews,  and  Atlantic  Monthl}'.  Among  the  training  school  group, 
Primary  Education  and  the  Normal  Instructor  and  Primary  Plans  are 
named  by  0  of  the  17  persons  as  being  regularly  read.  Evidently  some 
of  the  best  magazines  in  the  field  of  elementary  education  are  not 
reaching  the  normal  school  faculty.  This  suggests  that  the  adminis- 
tration should  assum^e  the  responsibihty  of  having  these  added  to 
the  libriiry  of  the  school,  and  of  having  many  of  their  very  significant 
articles  caJled  to  the  attention  of  the  staff.  Concerning  modern  edu- 
cational books  both  groups  show  more  familiarity,  A  variety  of 
recent  books  has  been  listed,  including  those  by  Dewey,  Thorndike, 
Strayer  and  Norsvv'orthy,  McMuny,  Curtis,  Farnsworth,  ^loore, 
Terman,  Baglev^,  and  Monroe  (measurements).  But,  as  in  the  case 
of  magazines,  access  to  these  is  had  largely  through  other  sources 
than  the  library  of  the  school. 

SALARIES    OF    THE    STAFF. 

The  median  salary  for  the  members  of  the  normal  group  for  1019- 
20  is  $1,560.  This  is  an  advance  of  more  than  S200  over  the  median 
for  the  salarv  schedule  of  1011-15.     The  ran^e  in  salary  for  this 


82 


A  SrPiVEY   or   EDUCATION   IN   HAWAII. 


same  group  is  at  present  from  $1,320  to  $2,460  for  teachers.  The 
vice  principal  receives  $2,640  and  the  principal  of  the  school  receives 
$3,600.  The  median  for  training  school  teachers,  1919-20,  is  about 
$1,260;  and  in  1914-15  it  was  approximately  $1,000.  The  present 
range  for  this  group  is  from  $1,200  to  $1,560.  As  with  the  elementary 
staff  in  general,  so  in  the  present  instance  the  Territorial  government 
deserves  much  credit  for  its  liberal  policy  touching  financial  recogni- 
tion for  teachers.  It  must,  however,  be  pointed  out  that  even  in  the 
immediate  future  the  salary  schedule  of  the  normal  faculty  will  need 
revision  upwards,  and  it  is  both  business  like  and  just  to  hold  out 
such  a  hope.  Of  the  entu'e  staff  of  the  public  school  sj^stem  there  is 
no  group  of  teachers  which  has  greater  responsibility  for  kee^>ing 
abreast  of  modern  educational  movements;  and  no  other  group  is 
required  to  render  as  arduous  self-sacrificing  service  or  to  expend  as 
much  in  effort  and  time  in  keeping  efficient.  JSTot  only  should  the 
members  of  the  normal  school  staff  in  justice  expect  to  enter  upon 
their  work  at  a  salary  rate  somewhat  in  advance  of  the  teachers  at 
large,  but  the}'  should  have  the  encouragement  of  larger  annual 
increments  (on  the  basis  of  successful  service)  and  the  encouragement 
of  reaching  maximum  salary  and  permanency  of  tenure  in  less  time. 
Having  these  considerations  in  mind,  therefore,  the  following  salary 
sr-heduie  for  each  group  of  the  normal  school  staff  is  recormnended: 

Proposed  salary  schedule  for  normal  school  faculty. 


Leneth 

of 
rime 

of 

ap- 
point- 
ment. 

Salary  schedule  for  each  ^roup. 

Yearly 
salary 

in- 
crease. 

Teachers, 

Normal  in- 
structor. 

Training  school 
teacher. 

Year  in  which  group 
maximum  can  be 
reached. 

Mini-     Maxi- 
mum,    mum. 

Mini- 
mum. 

Maxi- 
mum. 

t*no-ycar  teachers   Cprobation- 

aiy  for  3  years). 
Thre&-year  teachers 

1 

.?1,500  '  S1;8C^ 

1,980       2.220 
2,4G0  ' 

Si,  200 
1,620 

SI,  500 
1.800 

S120 
120 

Third. 
Third. 

Permanent  teachers 

2,100             

Seventh     from     be- 

ginning of  service. 

THE  STUDENTS  OF  THE  NORMAL  SCHOOL. 

The  enroHment  of  the  normal  school  includes  42.3  prospective 
teachers  in  the  normal  department  and  527  pupils  in  the  training 
school.  The  latter  group  serves  as  the  practice  school  for  the  cadet 
teachers.  As  far  as  pupils  are  concerned  it  is  like  other  public  schools 
of  Honolulu,  and  hence  need  not  be  considered  here. 

Of  the  428  students,  42  are  boys  and  381  are  gu^ls.  The  median 
age  is  17  years  and  4  months.  The  middle  50  per  cent  range  from  16 
years  and  2  months  to  1<S  3'ears  and  8  months.  On  the  basis  of  age 
alone  these  students  are  comparable  with  student  groups  in  American 


ORGANIZATION   OF   THE  PUBLIC   SCHOOL   SYSTEM.  83 

normal  schools.  Segregating  the  students  acrording  to  racial  descent 
brings  out  several  interesting  points.  Eight  onl}^  are  of  American 
birth  and  only  one  is  of  British  descent.  One-fourth  are  Japanese; 
ahnost  one-fourth  are  Chinese;  slightly  more  than  one-fourth  are 
part  Hawaiian;  68  are  Portuguese;  22  are  ])ure  Hav/aiians;  and 
there  is  a  scattering  representation  of  Porto  Rican,  Korean,  and 
Spanish.  Xinety  per  cent  of  the  student  body  must  work  under  a 
heavy  handicap,  having  failed  to  master  the  English  language  before 
undertalcing  the  serious  responsi])ilitj'  of  teacher  ])re]iaration.  This 
dilFicult}^,  coupled  with  the  diversity  of  background  formed  by 
custom  and  tradition,  makes  for  a  general  state  of  un})reparedness  and 
immaturity  on  the  }>art  of  the  graduates.  Thorouglily  prepared 
teachers  are  not  possible  so  long  as  the  institution  attempts  to 
justify  its  jn-esent  low  entrance  requirements.  If  the  normal  schools 
of  the  United  States  are  justified  in  raising  the  standards  of  entrance 
and  of  graduation,  it  may  be  argued  that  the  teacher  training  center 
of  Hawaii  would  be  doubly  justified  in  doing  so  on  the  one  basis  of 
complex  racial  differences  and  all  that  this  implies,  in  the  teaching 
of  the  language,  customs,  and  ideals  of  our  country. 

The  survey  commission  has  no  misgivings  as  to  the  importance  of 
the  locally  trained  teacher  in  the  further  development  of  the  ])ublic 
school  system.  It  realizes  that,  potentially,  the  students  of  the  normal 
school  hold  out  much  ]:>romise  in  this  great  worlv.  But  the  survey 
commission,  nevertheless,  is  firmly  of  the  opinion  that  the  work  of 
])reparation  must  ])e  made  to  cover  a  longer  ])eriod  of  time;  that,  in 
other  words,  the  native-born  candidate  must  have  a  complete  high- 
school  course  in  addition  to  graduation  from  the  elementary  school 
before  he  shall  be  permitted  to  enter  upon  his  professional  preparation 
in  the  normal  school,  and  that,  in  the  latter  school,  a  course  of  not 
less  thsin  tv\-o  years  shaU  ])e  required  o^"  him. 

THE  OKG-rVMIZATIOX  AND  AD^MIXISTRATIOX  OF  THE  NORMAL  SCHOOL. 

From  the  bulletin  of  the  normal  school  the  following  excerpts  are 
taken  to  indicate  the  purpose  and  organization  of  the  school: 

The  purpose  of  the  school  is  (a)  to  aid  the  student  in  acquiiing  the  art  of  teaching 
by  practice  under  intelligent  direction,  and  to  instruct  Mm  in  the  science  of  educa- 
tion; (6)  to  teach  the  subject  matter  of  the  elementary  and  Mgh  school  coiuses,  and 
such  subject  matter  of  collegiate  rank  as  mil  give  background  for  the  work  of  teaching 
and  super\-ision. 

There  are  two  departments  in  the  school,  the  normal  department,  gi^dDg  instruc- 
tion in  the  academic  sulijects  of  the  course  and  the  science  of  education,  and  the 
training  department,  where  the  cadets  are  taught  to  teach  by  teacMng  under  close 
supervision. 

In  the  normal  department  instruction  is  given  in  the  suliject  matter  of  elementary 
and  high  school  courses,  and  such  subject  matter  of  collegiate  rank  as  mil  sui:(ply 
background  for  the  work  of  teaching  and  super\ising  in  the  elementary  grades. 


The  subject  matter  of  the  elementary  course  is  taught  to  give  the  teacher.^  of  t;io 
normal  department  an  opportunity  of  actuallj^  instructing  the  students  in  the  h-est 
methods  of  teaching  the  subjects  of  the  course.  In  thia  way  the  normal  departm.ent 
keeps  in  ix)uch  ^vitli  the  training  department  and  directs  the  method  of  the  school. 
The  school  is  a  unit  in  regard  to  the  methods  employed  in  the  school. 

The  training  students  of  the  normal  department  are  divided  into  three  claases  or 
groups  for  convenience  of  work  in  the  training  department,  and  the  day  in  the  training 
department  is  di\'ided  into  three  parts:  9-10.30  a.  m.,  j0.45-]2  m.,  12.30-2  p.  m., 
to  admit  of  each  division  having  charge  of  the  work  during  one- third  of  the  day.  Each 
group  teacher  one  week  in  each  penod,  consequently  three  weeks  in  each  room.  The 
groups  then  advance  a  room,  the  gi-oup  in  Grade  VIII  beginning  the  work  in  Grade  I. 

In  this  way  each  cadet  teaches  all  the  subjects  in  each  grade  and  gives  one- thud  of 
his  time  for  three  years  to  acquiring  the  art  of  teaching,  and  the  remainina:  two  thirds 
to  the  study  of  academic  subjects. 

In  the  training  department  the  training-school  teacher  has  the  general  superv-ision 
of  the  room.  She  directs  the  cadets  in  the  arrangement  of  the  subject  matter,  suggests 
the  method  of  presentation,  corrects  the  lesson  plans,  keeps  a  record  of  the  ability  of 
the  cadets  to  teach  and  manage  a  room,  teaches  model  lessons,  and  gives  assistance 
to  the  cadets  in  the  teaching  of  the  lesson. 

The  cadets  take  charge  of  the  rooms  in  which  they  teach,  prepare  the  lesson  plans, 
care  for  the  school  property,  and  super^.dse  the  pupils  on  the  ground.^.  In  this  woy 
the  cadets  are  prepared  to  take  charge  of  any  school  to  which  they  may  bo  appointed. 

Tlie  organization  of  tlie  school  is  such  that  it  does  not  accomplish 
all  that  its  statemeiit  of  purpose  indicates.  In  the  first  place,  the 
standard  for  entrance  renders  it  futile  to  expect  v;ork  of  collegiate 
grade.  Everr  member  of  the  faculty  knous  there  is  none.  In  fact, 
there  is  little  work  of  high-school  grade,  although  som_e  high  school 
subjects  appear  in  the  curriculum.  A  good  plan  of  organization 
should  emphasize,  at  the  very  outset,  the  necessity  of  seeing  that 
the  course  of  stud}'  is  enriched  in  subject  matter.  Yv^hile  retaining 
an  emphasis  on  method  and  grade  vrork,  there  should  also  be  subject 
matter  to  give  background,  appreciation,  and  joy  in  reading  and 
study  to  those  who  are  preparing  to  teach  and  Americanize  Hawaii's 
children. 

In  the  second  place,  the  articulation  of  the  normal-school  and 
training-school  departments  is  not  good,  and  the  defect  results  in 
needless  misunderstandings  and  ill  feelmg.  The  adm.inistration  has 
not  yet  learned  to  delegate  the  details  of  this  important  work  to 
an  official  who  has  the  ability  and  inclination  to  develop  a  plan  of 
cooperation  in  which  both  norm.ai-schooi  instructors  and  training- 
school  teachers  will  have  clearly  defined  and  mutually  recognized 
functions  with  relation  to  practice  teaching  by  the  cadets.  The  * 
school  needs  an  outstanding  leader  for  the  work,  one  vrlio  can  com- 
mand the  respect  of  both  groups.  V/lien  such  a  persoii  is  installed 
the  principal  of  the  normal  school  should  withdraw  from  the  petty 
minutiae  of  school  management  and  discipline  of  the  grades,  and  giye 
the  head  of  the  training  school  some  leeway  in  the  initiation  of  plans 
and  the  carrying  out  of  policies.     There  should  be  periodic  conferences 


OEGAXIZATIOK    OF   THE   PUBLIC   SCHOOL   SYSTEM.  85 

;  ,  tween  the  heads  of  dGpartments  hi  the  noiTiitil  school  and  tho 
trairang  teachers.  This  seldom  occurs  as  between  groups  and  though 
hidividual  conferences  are  hehl  they  take  on  the  nature  of  mtorviews 
for  pom  ting  out  corrections.  The  training  teachers  should  be  encour- 
aged to  feel  tjiat  they  are  a  more  important  factor  in.  the  institution 
iiian  mere  classroom  teachers.  They  do  m  fact  perform  the  func- 
tions of  critic  teachers,  but  their  efficiency  and  their  contentment 
V.  ould  be  much  enhanced  if  the  administration  would  vouchsafo  a 
more  wholesome  miderstanding  of  theu-  positions.  The  instructors 
iii  the  normal  department  would,  moreover,  v\'elcam,e  this  mno^'ation. 

111  view  of  the  heavy  programs  carried  by  the  traming  teachers 
it  \voald  probabh'  be  advantageous  to  have  in  the  training  school 
tiiree  teachers  for  every  tvv^o  grades,  instead  of  one  teacher  ]>er  grade 
a>  at  present.  More  especially  is  this  true  from  tho  fourth  or  fifth 
to  the  eighth  grades.  Each  teacher  could  then  be  resj^onsible  for 
tjjp  work  of  two- thirds  of  each  day  and  have  the  other  third  for 
] planning  vrork,  correcting  lesson  plans,  directmg  cadets  in  the 
jtreparation  of  different  subjects,  and  other  necessar}'  work.  Under 
a  ])lan  of  this  kind  training  teachers  would  be  able  to  give  theh 

divided  attention  (in  school  time)  to  the  teaching  of  the  cadets; 
^  actice  work  would  be  done  better;  and  much  duplication  of  work 
by  the  teachers  of  the  normal  school  proper  could  be  dispensed  with. 

Cadet  teachers  begin  their  practice  teaching  hi  the  sophomore  3'ear. 
This  procedure  does  not  seem  to  be  justified,  for  it  means  that  imma- 
ture students,  sometimes  of  14  or  15  years  of  a.ge,  are  sent  to  the 
grades  to  teach.  Students  in  the  sophomore  year  are  not  prej^ared 
for  this  work  hi  a,ny  sense.  The  work  is  too  arduous  and  too  fre- 
quently indifference  and  poor  vvork  are  the  results.  Practice  teach- 
ing should  be  deferred  to  the  junior  year  at  least.  Furthermore, 
no  training  is  given  in  planning  grade  work.  Pupils  are  given  pages 
of  detailed  outlines  of  subject  m,atter,  but  are  given  no  idea  how  to 
ia>'  out  work  themselves.  It  is  suggested  that  for  at  least  one  term 
of  the  senior  year  the  students  choose  a  grade,  lay  out  its  work,  and 
deal  with  it  undej-  the  supervision  of  the  training  teacher. 

THE    SPIRIT    OF   THE    SCHOOL. 

It  was  stated  above  that  the  normal-school  faculty  makes  a  favor- 
able impression  as  to  personnel  and  training,  in  spit«  of  the  fact  that 
a  few  members  show  little  pedagogical  comprehension.  It  is  a 
seriously  earnest  faculty.  It  represents  a  commendable  spirit  of 
of  willingness  and  high  professional  purpose;  nevertheless,  the 
esprit  de  corps  can  not  be  said  to  be  good.  This  is  due  to  a  num]>er 
of  causes,  responsibility  for  which  hmges  on  the  administration  of 
the  school. 


The  adniiuistration  is  euormousi}^  and  needlessly  cumbersome. 
The  amount  of  routine  that  has  been  built  up  is  almost  unbelievable 
and  weighs  with  heavy  exactions  on  the  time  and  energy  of  both 
facult}^  and  students.  Most  of  the  teachers  are  overworked.  All  of 
them_  carry  heavy  programs  of  teachmg,  which  are  greatly  increased 
by  duties  and  red  tape  that  emanate  from,  the  principars  office. 
Teachers  who  are  scheduled  for  teachmg  and  administrative  details 
amounthig  to  32,  34,  37,  39,  and  45  periods  per  week  are  so  decidedly 
overburdened  that  the  quality  of  teaching  must  suffer  thereby. 
More  than  this,  the  insistence  of  the  prmcipal  on  rigid  form  and 
method  crushes  both  origuiahty  and  initiative.  Careful  observation 
confirms  the  following  opinioTi:  '^The  method  work  required  is  all- 
pervading,  formal;  consists  in  emphasizing  one  method  of  procedure  j 
only;  allon's  no  individuality  in  either  teacher  or  pupil,  and  leads! 
to  mechanical  processes  rather  than  to  intelligent  planning." 

Lack  of  real  harmony  between  trahiing  teachers  and  normal-school 
instructors,  already  referred  to,  is  another  factor  that  Avorks  against 
a  good  esprit  de  corps.  The  two  departments  are  not  working 
together  in  that  spirit  of  harmony  that  is  fundamental  to  the  insti- 
tution. There  is  a  strong  undercurrent  of  feeling  that  the  normal- 
school  instructors  are  sent  to  the  training  school  with  directions  from 
the  office  of  administration  to  find  and  report  faults.  This  is  not 
true,  of  course,  for  the  individual  instructors  are  A^ery  willing  to  help. 
Because  of  the  system  they  have  little  or  no  opportunity  to  do  so. 
The  writing  and  correcting  of  plans  is  still  another  disturbing  element. 
Cadet  students  are  recj[uired  to  spend  altogether  too  much  time  on 
the  co])ying  of  the  most  elaborate  plans  in  connection  with  their 
practice  teaching.  The  effect  of  this  on  the  quality  of  their  work  is 
not  what  the  admmistration  believes  it  to  be.  Instead  of  increasing 
resourcefulness,  an}^  originalit}^  the  cadet  mav  possess  is  nullified. 
Ilis  teaching  is  little  more  than  the  rehashing  of  the  long-drawn-out 
details  of  this  plan.  On  the  other  hand,  the  machinery  by  A\'hich 
the  plans  are  brought  to  a  point  where  they  can  be  accepted  is  so 
involved  that  it  is  responsible  for  much  of  the  un.i)leasant  atm.os- 
phere  existmg  between  the  normal  and  training  departments.  The 
outline  given  below  will  give  some  idea  of  hov\-  cumbersome  the 
organization  of  this  work  is: 

1.  All  instructions  to  student  teachers  must  be  made  in  writing'-,  and  include  every 
detail.     Those  instructions  are  made  by  grade  teachers. 

2.  These  instructions  are  carefully  corrected  by  normal  toiichers. 

3.  They  are  then  typed  and  handed  to  the  pupils. 

4.  In  a  plan  period  in  school,  super\^sed  by  both  grade  and  normal  teachers,  the 
plans  are  written  from  these  instructions. 

5.  The  completed  j^lan,  many  pages  in  length,  is  handed  to  the  grade  teacher, 
who  corrects  it.     8he  receives  at  least  eight  a  day. 

6.  The  plans  from  all  the  grades  now  go  through  the  oflice,  where  a  siiecially  assigned 
teacher  "checks"  them:  that  is,  sees  ii  thev  are  all  there. 


OEOANIZATION    OF   THE   PUBLIC   SCHOOL   SYSTEM. 


87 


7.  The  plans  are  di^^ded  l>y  subjects,  fiiid  sent  tr)  the  normal  teacher  for  correction. 
This  means  at  least  50,  possibb'  100.  plans  to  be  corrected  bv  this  one  teacher  everv 
day. 

8.  The  t^^•ice-co^rected  plan  is  handed  to  the  cadet  ^vho  mabcs  all  con'ections  in 
WTiting.  The  normal  teacher  in  charge  of  the  correction  period  goes  over  all  theee 
corrections,  and  if  the  plan  is  satisfactory  she  signs  it. 

9.  The  0.  K'd.  plans  now  go  through  the  office  agnin.  \Ahere  they  are  checked  the 
second  time. 

10.  The  plans  are  irdtialed  by  the  principal. 

11.  In  addition  to  all  this  procedure,  the  normal  instructors  miLst  look  over  and 
O.  K.  ail  the  training  teachers'  plans  from  \Ahich  the  cad^i.  Tnites  his  plans. 

Certainly  all  this  duplication  can  not  mean  efficiency:  and  it  is 
not  an  economical  arrangement  from  the  point  of  view  of  the  normal 
teacher,  the  grade  teacher,  the  cadet,  the  typist,  the  ''checker,'"'  or 
the  principal.  It  means,  rather,  the  m.ost  work  vsith  the  least 
results.  When  a  cadet  has  consumed  three  or  four  sheets  of  foolscap 
in  making  a  plan  he  has  no  time  or  energy  to  consider  its  presenta- 
tion in  class.  Struggling  with  his  unwieldy,  half-digested  material, 
his  teaching  naturally  suffers.  Training  which  depends  so  largely  on 
the  spirit  which  imbues  a  school,  and  the  personalties  of  its  teachers, 
can  never  be  given  until  sham  and  form  are  eliminated. 

In  view  of  these  facts  it  is  not  surprising  that  the  school  lacks 
vitality;  and  more,  that  it  labors  in  an  atmosphere  of  repression. 
It  must  be  noted,  however,  that  the  administration  is  not  to  be 
charged  with  studied  repression.  It  represents  autocracy  of  the 
benevolent  type,  although  unwise  and  shortsighted.  But  in  these 
days  a  unique  situation  is  presented  when  a  normal  school  regards 
the  originality  and  initiative  of  faculty  members  as  a  liability  rather 
than  as  an  asset. 

PROCEDURE    AND    METHOD. 

The  programs  of  the  students  in  the  normal  school  department  are 
too  crowded.  There  are  three  terms  in  the  school  year  and  students 
are  required  to  carry  programs  of  18  to  20  subjects  in  each  term. 
Two  representative  programs  (a  senior  group  and  a  sophomore 
group)  are  sho^^-n  herewith: 


A 

senior  program 

{20  subjecfs  per 

vnl). 

Time. 

Monday. 

Tuesday. 

Wednesday. 

Thursday. 

I'riday. 

S.  30-  9.  00 

.Science. 

History. 

Science. 

History. 

History. 

9.  00-  9.  45 

Physical  training. 

Education. 

Child  study. 

School  law. 

Child  study. 

9.  4.5-10. 30 

Education. 

Story,  di-awing. 

Story,  draM  i])g. 

Story,  drawing. 

School-room  art. 

10.30-10.45 

Recess. 

Recess. 

Recess. 

Recess. 

Recess. 

10.45-11.25 

Arithmetic. 

Hygiene. 

Arithmetic. 

Hygiene. 

Arithmetic. 

11.25-12.00 

Geogi-aphy. 

Geography. 

Colloquial  Eng- 
lish 
Noon  recess. 

Geography. 

Sounds. 

12.00-12.30 

Noon  lecess. 

Noon  recess. 

Noon  recess. 

Noon  recess. 

12.  .30-  1.15 

English. 

EngUsh. 

English. 

English. 

Enghsh. 

1.1.5-  2.00 

Monograms. 

Music. 

Ci\ics. 

Music. 

Letter  writing. 

2.  OO-  2.  40 

Correction    of 

Correction    of 

Correction    of 

Correction    of 

Correction    of 

plans. 
Plans. 

plans. 

plans. 

plans. 

plans. 

2.40-  3.15 

Plans. 

Plans. 

Plans. 

Plans. 

A  sopliomoTf  program  {19  subjects  per  veeJ:). 


Time. 

:v[on(iay. 

Tuesday. 

Wednesday. 

Tnn.rsdav. 

::n.,zy. 

S.15-  S.30 

Assembly. 

Assembly. 

Assembly. 

Assembly. 

Assombiy. 

S.  30- 9.00 

Assistant   in 

Assistant  in 

Assistant   in 

Assistant   in 

Assistant   in 

gi-ades. 

grades. 

grades. 

grades. 

grades. 

9.00-  9.45 

Literature     and 

Literature    and 

Literature   and 

Literature    and 

Literature     and 

composition. 

eompositionr 

composition. 

composition. 

comDosition. 

9.45-10.30 

Elementary 

Current  oyents. 

Elementary 

Ci\ics: 

Bpp-tness   ,  arith- 

science. 

science. 

metic. 

10.30-10.45 

Recess. 

Recess. 

Recess. 

Recess. 

Recess. 

10.45-11.25 

Storv,    drawing. 

Story,  drav.lDg, 

Story,  drawing, 

Story,  draiving. 

Story,    drav.-ir.-, 

art. 

art. 

art. 

art. 

art. 

11. 23-12. 00 

History. 

History. 

History. 

History. 

History. 

12.00-12.30 

Noon  recess. 

Noon  recess. 

Noon  recess. 

Nooarecei-i. 

Noonrec-ess. 

12.30-  1.15 

Vocational. 

CoiloQuial  Eng- 
\ish: 

Voeational. 

Corrections  and 
sounds. 

Vocational. 

1.1.5-2.00 

Oeograpliy. 

Geography. 

Geograph}'. 

Geograr.hy. 

Geogi-aphy. 

2.  00-  2.  40 

Physical  training. 

Hygiene. 

Hygiene. 

Music. ' 

Music. 

2. 10-  3. 15 

Algebra   or    Ha- 

Algebra or  Ha- 

Arithmetic. 

-Ugebra  or  Ha- 

Aiithmelic. 

waiian  history. 
* 

waiian  history. 

waiian  history. 

Nearly  all  of  these  subjects  require  vrntten  v.ork;  some  subjects 
require  an  excessive  amount.  The  absence  of  opportunity  for  play 
and  recreation  Vv'ill  bo  noted,  together  v.dth  the  short  noon  recess. 
When,  moreover,  one  learns  that  students  are  obliged  to  v\-ork  late 
into  the  night  to  keep  from  falling  in  arrears,  the  killing,  monotonous 
nature  of  the  grind  will  be  understood.  It  is  one  of  the  unfortunate 
results  of  attempting  to  gi^'e  a  high  school  education  and  professional 
teacher  training  at  the  same  time. 

TheU;  the  programs  are  not  well  balanced  considering  the  needs  of 
these  young  people.  Too  much  of  their  work  is  an  elaboration  of 
elementary  work.  Not  enough  time  is  given  to  literature  and  com- 
position equivalent  to  modern  high  school  work.  Standard  writings 
in  literature  should  bo  increased,  also  standard  books  on  English 
composition.  There  is  no  reason  to  doubt  that  the  students  v\'0uld 
becom^e  deeply  interested  in  real  vital  literature;  and  in  composition 
once  it  could  be  freed  of  its  ultraformal  character.  Too  man^-  of 
the  students  now  see  literature  and  English  work  in  general  from  the 
st-andpoint  of  the  number  of  recitations  by  which  it  must  be  taught, 
or  the  ^•thought-getting/''  "oral  expression"  periods  into  wliich  the 
recitation  hours  are  divided.  This  prompts  the  suggestion  that  the 
so-called  "Colloquial-English"  periods  in  the  above  programs  are 
more  or  less  f arcical;  subversive  of  good  results,  and  ought  to  be  done 
away  mth.  Let  correct  speech  be  stressed  in  all  recitations  and  in 
the  English  courses  particularly,  but  do  not  set  aside  special  periods 
for  the  bookkeeping  of  mistakes  in  vmtten  and  oral  speecli. 

Vocational  vrork  and  the  manual  arts  are  neglected  in  the  course 
of  study,  as  is  also  physical  education.  In  the  case  of  manual  arts, 
as  taught  in  the  normal  at  present,  it  is  not  viewed  as  a  scheme  of 
general  exiucation;  nor  can  it  be  regarded  as  vocational  because  the 
subject  matter  tends  to  be  obsolete  and  not  typical  of  or  common 


ORGANIZATIOIT   OF   THE   PUBLIC   SCHOOL   SYSTEM.  89 

to  tiic  industries  of  Hawaii,  But  morc%  it  is  impossible  for  this 
poorly  selected  subject  matter  to  be  arranged  in  some  kind  of  se- 
quential order  for  instruction^  due  to  the  fact  that  the  details  of  the 
slio]>  are  looked  after  by  the  administration  and  not  left  to  the  in- 
stractor. 

The  school  is  very  much  behind  modern  thought  and  practice  in 
sucii  subjects  as  civics  and  United  vStates  history.  Its  students  reflect 
this  state  of  affairs  when  they  go  into  the  schools  of  the  Territory. 
A  full,  rich,  enthusiastic  understanding  of  the  American  heritage  of 
freedorii  and  democratic  government  is  not  theirS;  and  in  consequence 
it  is  not  iianded  down  to  the  childjren.  The  school  makes  consider- 
able cjaim  1  for  its  work  hi  civics,  havmg  given,  so  it  is  asserted, 
special  attention  to  this  subject  ^'ever  shice  the  organization  of  the 
normal  schooJ.'^  This  has  been  attempted  'Margeh^  through  the 
various  activities  of  the  school  as  an  organization."  "The  normal 
school  students  are  organized  for  the  conduct  of  school  exercises  and 
for  the  control  of  the  pupils  on  the  playground  and  in  the  classrooms. 
The  student  body  b}^  classes  elects  its  officers,  vrho  serve  for  a  3'ea.r 
and  who  act  subject  to  approval  of  the  schools  as  indicated  by  the 
rules  and  regulations  of  the  department  of  pubhc  instruction.''  But 
against  tin's  it  must  be  said  that  observation  of  the  school  at  work  and 
convei*sation  with  many  members  of  the  student-body  failed  to 
indicate  any  true  realization  on  the  part  of  the  young  ])eople  tliat 
the  school  life  or  the  form  of  student-bod}'  organization  was  in  any 
sense  a  part  of  or  even  related  to  the  larger  enterpiises  of  American 
government.  These  features  were  rather  viewed  as  the  administra- 
tion's, m^achinery  for  disciplining  the  school,  the  most  outstanding  of 
which  was  the  policing  of  school  buildings  and  the  school  yard  by 
student  sheriffs  and  their  assistants.  That  is,  at  certain  places  on 
the  school  grounds  and  in  hallways  and  at  entrance  to  lavatories  the 
officers,  chosen  usually  from  the  freshman  class,  are  assigned  to  duty, 
each  one  giving  an  entire  day  to  it  about  once  each  term.  They 
observe  and  record  the  comings  and  goings  of  their  fellow-students. 
Thus  the  administration  Imows  the  whereabouts  of  every  student  at 
every  moment  of  the  day.  Since  the  students  are  very  tractable 
and  remarkably  well-behaved  it  is  difficult  for  anyone,  after  due 
examination,  to  see  wherein  details  of  this  kind  carry  any  weight  in 
the  inculcation  of  any  principles  of  civics  other  than  pohce  duties. 

Turning  to  the  curriculum  of  the  training  school  one  again  finds  a 
lack  of  balance  in  the  programs  of  the  dift'erent  grades  and  the  need 
of  revision  of  subject  m_atter.  Grade  programs  are  illustrated  by  the 
following  examples  from  Grades  I  and  II : 

^  !  See  Reoort  of  Superintendent  oi  Public  Instruction,  1918,  p.  40. 


DAILY  PPvOGRA^I  OF  GRADE  I  (TRAINING  SCHOOL). 

9.00-  9.05  Forming  lines. 
9.05-  9.10  Opening  exercises. 
9.10-  9.15  ^roniing  talks. 
9.15-  9.25  Calendar  Trork. 
9.25-  9.35  Music— ear  tests. 
9.35-  9.40  ?\remory  verse  or  spelling. 
9.40-  9.50  Drill— testing  old  ^'ords. 
9.50-  9.55  Physical  exercises. 
9.55-10.30  Home  geogi*apliy. 
9.55-10.05  Thought  getting. 
10.05-10.10  Expression  of  thought. 
10.10-10.20  Oral  expression. 
10.20-10.30  Selected  sentences  used  for: 
10,20-10.25  Reading. 
10.25-10.30  Word  drill.     Coinnng. 
10.45-10.55  Ivlusic — rote  singing. 
10.55-11.10  Arithmetic. 

10.55-11.00  Thought  getting. 
11.10-11.00  Impression  and  oral  expression. 
11.10-11.20  Manual  work. 
11.20-11.45  Work  with  reader  (hterature). 
11.20-11.25  Thought  gttting. 

11.25-11.35  Word  drill  and  v.ord  testing  from  book. 
11.35-11.45  Selected  sentences  u.sed  for  reading. 
]i.45-11.55  Conversational  lessons  and  srories.     Drill  on  sounds. 
11.55-12.00  Drills  on  number  work. 
12.3'D-]2.35  Singing(4).     Penmanship  (1). 
12.35-12.40  Drill—Reciting  old  lessons. 
12.40--  1.35  Story  work, 

12.40-12.45  Thought  getting.     (Dra^v'ing.) 

12.45-12,55  Expression  of  thought  (clay  or  paper  cutting  every  day). 
1.05-  1.10  Physical  exercises. 
1.10-  1.35  Selected  sentences  used  for: 
1.10-  1.20  Reading. 
1.20-  1.25  Word  drill. 
1.25-  1.35  Copying. 
1.3.5-  2.00  Drills. 

1 .35-  1 .40  Word  testing  from  reader. 

1.40-  1.45  Arithmetic. 

1.45-  1.50  Sounds. 

1.50-  1.55  Troublesome  forms. 

1.55-  2.00  Memory  verse. 

DAILY  PROGRAM  OF  GRADE  JI  (TRAINING  S('HOOL). 

Morning  period. 

9.00-  9.05  Forming  liues.  etc.     (Flag  drill.) 
9.05-  9.10  Opening  exercises. 
9.10-  9.15  Morning  talk. 
9.15-  9.20  Weather  record. 
9.20-10.20  Home  geography. 

9.20-  9.30  Thought  getting. 

9.30-  9.35  Expression  of  thought. 


ORGANIZATION   OF   THE   PUBLIC   SCHOOL   SYSTEM.  91 

9.20-10.20  Home  geosTaphy — Continued. 

9.35-  9.50  Oral  expression  (drills  on  difllcult  sounds  as  th,  ^vh,  etc.     Use  topic 

and  speciilc  questions). 
9.50-10.10  Selected  sentences  (8)  or  answers  to  questions  (2)  to  be  used  for: 

9.20-10.00  Reading    (teaching   to    reiid— relation    of   thought    to    symbol). 
Grammar  based  on  sentences.     Phrasing. 
10.00-10.05  Copying. 
10.05-10.10  Dictation  (2).     Spelling  (3). 
10.10-10.20  Written  story. 
10.20-10.-25  Memory  verso. 
20.25-10.30  Prills  (conversational  lessons  ro  teach  correct  use  oi  language).     Records. 

Se.coicl  period. 
10.-15-11.15  .Arithmetic. 

10.45-10.55  Thought  getting. 

10.55-11.05  Oral  expression. 

11.05^-11.15  Written  expression. 
11.1.5-11.45  Literature — reading  (4).     Special  drill  on  ])enmanshi])  (J). 

11.15-11.25  Reading  background.     Preparation  for  silent  and  oral  readins:. 

11.25-11.35  Word  drill— word  testing  from  book. 

11.35-11.45  Silent  and  oral  reading. 
11.45-12.00  :\[usic. 
Di.'^jiiissal  on  num]:>er  drills  or  sound  drills  (ask  questions). 

Third  period. 

12. .30-  1.40  Stories  (3)  T.  W.  Tb.     Hygiene  and  sanitation  (2)  F.  M. 
12.30-12.40  Thought  getting. 
12.40-12.45  Expression  of  thought. 

12.4.5-  1.00  Oral  expression  (drills  on  sounds.     Use  topic  and  specific  questions). 
1.00-  1.20  Selectcvi  sentences  (3).     Answers  to  questions  (2)  to  be  used  lor: 
1.0(V1.10  Reading. 

1.10-1.15  Copying  (special  help  in  penman.ship). 
1.15-1.20  Dictation  (2).     Spelling  (3). 
1.20-1.30  Physical  exercises. 
1.40-  1.50  Conversational  lessons. 
1.50-  2.00  Special  drills  in  multiplication  tables  and  sounds.     Records. 

Since  the  important  subject  in  these  grades,  as  in  all  the  so-called 
primary  grades,  is  reading,  and  since  the  peculiar  conditions  in 
Hawaiian  schools  greatly  enhance  this  importance,  there  seems  to  be 
no  justification  for  such  disparity  of  time  as  between  subjects  like 
home  geography,  arithmetic,  and  reading.  The  programs  above  are 
arranged  on  the  same  basis  as  those  for  seventh  and  eighth  grades 
where,  of  course,  the  arrangement  is  much  more  acceptable.  It  is 
suggested  that  an  improvement  in  arrangement  could  be  brought 
about  by  giving  the  9.20-10.20  period  over  to  reading  and  literature 
and  alternating  home  geography  with  arithmetic  and  other  subjects 
betweeii  morning  recess  and  noon.  The  home  geography  course 
possesses  good  content  but  too  much  time  is  spent  on  it.  The  arith- 
metic course  plunges  the  child  into  too  much  formal  and  abstract 
W(trk  in  the  early  grades.     Besides  this,  too  much  time  is  given  over 

1014(r— 20 7 


to  -wTitteii  work  of  various  kinds.  The  effect  of  these  practices  is  to 
cut  down  time  needed  for  teaching  reading  and  for  oral  work.  In 
Hawaiian  schools  generally  too  little  time  is  given  to  work  tliat 
develoi)s  power  to  use  oral  English  correctly  and  the  normal  school 
is  abetting  this  questionable  practice. 

Attention,  too,  should  be  called  to  the  method  of  recitations  as 
indicated  in  the  above  programs.  Eecitations  are  broken  into  proc- 
esses like  '^ Thought  getting,'^  '' Expression  of  thought/'  and  ''Ora*! 
or  v.Titten  exprv^ssion."  Thus  the  institution  has  adapted  the  ideas 
of  classroom  procedure  as  formulated  by  well-known  leaders.  In 
much  of  the  work  observed  there  was  satisfactory  functioning  of 
these  processes.  But  frequently  cadets  were  so  immersed  in  the 
form  of  presentation  and  procedure  that  substance  was  entirely  lost 
sight  of,  the  cadet  exhibiting  an  inefhciency  painful  tohimself  as  well 
as  to  training  teachers  and  observer.  The  administration  is  too 
insistent  that  everything  shall  be  run  through  tliis  * 'process"  or 
method  mill;  it  has  become  an  obsession,  operating  to  beget  resent- 
ment on  the  part  of  faculty  members  who  now  and  again  desire  to 
alter  the  procedure  for  the  sake  of  some  newer  idea. 

Again,  the  administration  has  been  unalterably  opposed  to  the 
use  of  a  phonics  system  in  teaching  reading.  This  is  true  in  spite  of 
the  fact  that  a  majority  of  the  normal  school  faculty  believe  that 
phonics  should  be  introduced.  Opinion  on  the  mainland  diSers  as 
to  the  actual  importance  of  phonics,  but  with  regard  to  island  condi- 
tions there  is  little  doubt  that  the  faculty  opinion  is  sound.  But  even 
if  it  vv-ere  a  mootocl  question^  what  an  opportunity  the  normal  school 
iias  to  test  out  the  relative  merits  of  the  two  schools  of  opinion.  It 
is  the  belief  of  the  survey  staff  that  some  one  of  the  modern  phonics 
systems  should  be  introduced  into  the  training  school  at  once,  not  so 
much  because  it  sees  an  opportunity  for  experimentation,  but  because 
it  holds  that  a  good  phonetic  system  offers  a  type  of  introductGry 
approach  to  reading  of  inestimable  value  for  Hawaii,  whether  one 
considers  the  matter  from  the  point  of  view  of  the  Hawaiian  teachers 
or  from  that  of  the  Hawaiian  children. 

Finally,  a  word  must  be  said  in  disapproval  of  the  system  of  formal 
examinations  in  vogue  in  the  normal  school.  These  are  a  part  of  the 
general  examinations  laid  down  in  times  past  by  the  department  of 
public  instruction,  and  to  that  extent  that  administration  of  the  school 
is  only  partially  responsible.  Examination  in  practically  all  sub- 
jects in  both  normal  department  and  training  school  are  held  each 
terna;  that  is,  three  times  per  year.  They  lay  heavy  exactions  on 
the  ability  of  students  and  pupils  to  memorize.  In  the  normal 
school  department  they  are  met  by  memorizing  almost  verbatim  the 
notes  of  the  class  and  the  textbooks.  But  particularly  objectionable 
from  any  standpoint,  whether  theoretical  or  practical,  is  the  T)olicy 


ORGANIZATION   OF   THE   PUBLIC   SCHOOL  SYSTEM.  93 

of  requiring  these  students  in  every  examination  paper  to  recall  all 
English  errors  committed  in  each  class  during  the  term  and  to  set 
down  the  corrected  form  that  shonld  have  been  said  or  written.  The 
point  will  be  made  clear  by  including  here  an  illustration  from  the 
examination  forms  used  in  the  institution: 

TERRITORIAL   XORMAL  AND   TRAINING   SCHOOL. 


Name Date 

Subject Marked  by. 

Class Last  school . 

Mark 


I. 

List  your  troublesome  forms  in  this  subject. 
{a)  Classroom  wiitten  English, 
(6)  Classroom  oral  English. 

(c)  Colloquial  English. 

(d)  Whsbt  are  the  characteristic  troublesome  forms  in  ^Yhich  a 

(e.g.)  mathematics  teacher,  or  school  law  teacher)  should  instruct  herpupils? 
N.  B. — Each  pupil  must  answer  the  above  question. 

|l  No  matter  what  the  subject  of  the  examination,  then,  the  student 
must  (and  again  from  memory)  make  due  record  of  his  reconstructed 
sins  of  omission  and  commission  in  English.  To  do  this  conscien- 
tiously he  is  supposed  to  have  kept  a  book  of  corrected  statements 
during  the  term.  But  the  observers  were  told  by  various  students 
that  the  exaction  is  so  absurd  as  to  tempt  man}'  students  merely  to 
fill  in  the  answers  sufficiently  to  ''get  by."  The  point  of  absurdity 
seems  to  have  been  reached  when  teachers  are  asked  to  keep  a  com- 
plete record  of  the  errors  made  in  each  of  their  classes,  in  order  to 
be  able  to  estimate  correctly  the  answers  of  the  students.  Faculty 
common  sense,  however,  prompts  a  reasonable  evasion  of  the  regu- 
lation. 

FORZIALISM    AS    SEEN    IN    RULES    AND    REC4ULATIONS. 

The  extent  to  which  the  administration  of  the  normal  school  has 
formalized  its  machinery  of  operation  is  very  well  shown  by  a  number 
of  examples  taken  from  the  set  of  elaborate  instructions  imposed 
upon  the  training  school  teachers.  To  insure  proper  conduct  of 
classes  the  folio vvdng  official  rules,  or  "points"  (taken  from  a  much 
longer  list),  are  issued  by  the  principal  for  the  observance  of  teachers 
and  cadets: 

POINTS  TO  BE   REMEMBERED   WHILE  TEACHING   IN   GRADES. 

(Read  them  carefully.) 

See  that  the  children  obey  instantly  when  the  bell  rings.  (That  thoy  do  not  go 
for  a  drink  but  come  as  fast  as  they  can  to  the  line.) 

See  that  they  do  not  talk  or  touch  one  another  in  the  line,  ])nt  look  straight  ahead- 
no  one  stretching  his  neck  at  the  side. 


y4:  A    SUKVUil'     Vr    iliUUUATiUJN     liN     HAWAII. 

See  that  no  one  touches  chalk,  eraser,  etc.,  as  he  passes  to  his  seat;  see  that  the  rows 
are  straight  before  having  the  children  take  their  seats. 

See  that  the  children  obey  accurately  the  numbers  for  standing  and  sitting.  (They 
must  do  this  exactly  right  and  all  together.) 

Allo^r  no  calling  out — no  leaving  the  seat  >vithout  permission.  Ahsoluteh/  insist 
upon  this. 

Speak  softly,  speak  slowly  and  clearly;  be  sure  that  all  hear  and  understand — never 
repeat  a  command — ^remember  that  a  quiet  teacher  has  a  quiet  school. 

Be  sure  that  the  plans  are  so  fully  \mtten  that  anyone  will  clearly  understand 
what  is  being  done.  Be  sure  that  the  plan  is  not  only  written  but  that  the  teacher 
makes  it  her  own . 

Write  and  draw  with  your  side  to  the  class.  In  this  way  nothing  can  go  on  in  the 
seats  without  the  teacher's  knowing  about  it.  It  is  easier  to  prevent  trouble  than  to 
remedy  it. 

See  that  nothing  comes  between  that  which  we  are  drawing  or  talking  about  and  the 
class. 

Insist,  oblige,  compel  all  eyes  to  look  at  you  during  the  thought  getting.  We  must 
train  them  to  look  at  our  faces  to  keep  their  eyes  on  us.  They  must  look.  They  must 
give  us  their  attention  during  the  thought  getting,  else  all  that  follows  ^vill  be  a  com- 
plete failiu-e.  Thought  getting  time  is  the  time  to  get  thoughts.  If  we  do  not  insist 
on  their  looking  they  will  not  get  the  thoughts  AVe  have  tor  them  and  will  have  none 
t<j  express  either  through  their  hands  or  lips.  Insist  on  their  looking.  It  is  not  for 
long. 

Always  give  an  order  vv'ith  the  failing  inflection— that  is,  let  the  voice  go  down  at 
the  end  of  the  sentence. 

See  that  no  material  is  touched  before  (after  the  monitor  gi^-es  it  out)  the  teacher 
gives  the  numbers  to  take  pencils  or  other  material  or  after  she  has  given  the  numbers 
to  put  them  away.  The  monitors  always  begin  to  distribute  paper,  etc.,  at  the  right- 
hand  side  of  the  front  desk  in  the  row  and  goes  down  the  aisle  coming  up  the  other. 
This  same  order  is  observed  in  gathering  up  the  work.  In  taking  pencils  or  papers 
we  say,  first,  "Papers!  two!"  and  then  "Pencils!  one!  two!"  We  reverse  in  the 
case  of  putting  away  Work. 

They  are  working  with  pencils  and  instead  of  saying  "Stop  work"  we  say  "Pencils! 
one!  two!"  and  they  must  stop.     Chalk  and  erasers  in  the  same  way. 

Be  sure  and  weave  into  thought  getting  over  and  over  the  form  of  words  which  after- 
AVards  you  wish  to  get  as  "sentences  selected."  If  they  have  heard  you  again  and 
again  say  the  sentences  in  the  thought  getting  it  will  be  easy  to  get  them  in  answer 
to  the  questions  you  ask  when  the  time  comes  for  "sentences  selected." 

RECOMMENDATIONS    OF    THE    COMMISSION. 

The  commission  recognizes  full}^  the  difficulties  Avhich  the  school 
has  .had  to  meet  in  the  past  in  its  work  of  preparing  young  people 
who  themselves  were  im_mature;  untrained,  and,  in  many  instances, 
without  even  a  moderate  speaking  knowledge  of  the  English  lan- 
guage. Neither  is  it  unmindful  of  the  slow  and  tedious  and  discourag- 
ing path  which  the  school  has  been  obliged  to  travel  in  coming  to  its 
pi'esent  estate  nor  of  the  lavish  expenditure  of  thought,  time,  and 
sincere  effort  by  those  associated  with  the  school  since  the  time  of  its 
estabhshment  at  the  McKinley  High  School  in  1895.  Nevertheless^ 
the  commission  is  convinced  that  whatever  may  have  been  the  diffi- 
culties and  necessities  of  the  past  the  school  is  not  now  offering  the 


ORGANIZATION   OF  THE  PUBLIC   SCHOOL  SYSTEM.  95 

kind  of  teacher  training  which  the  Territory  now  needs.  Neither,  it 
should  be  added,  can  the  commission  escape  the  conclusion:  (1)  That 
the  machinery  of  administration  is  defeating  the  very  aims  which 
the  normal  school  has  set  for  itself;  (2)  that  this  machinery  has  pre- 
vented both  the  school  and  the  faculty  from  reaching  a  satisfactory 
efRciency  in  the  training  of  local  teachers ;  and  (3)  that  radical  changes 
in  the  organization  and  administration  of  the  institution  should  be 
effected. 

The  more  important  of  the  changes  recommended  by  the  commis- 
sion follow: 

1.  Gradually  raise  admission  standards  so  that  by  tJie  time  the 
class  which  last  entered  the  school  will  have  graduated,  the  school 
will  be  upon  a  high-school  basis;  that  is,  will  receive  only  those  having 
a  high-school  education  or  its  equivalent  and  for  a  two-year  course 
in  teacher  training. 

2.  Abandon  the  present  normal  school  site  for  normal  school  pur- 
poses and  erect  suitable  buildings  on  the  university  campus,  or  near  it, 
and  make  with  university  authorities  either  the  one  or  the  other  of 
two  arrangements:  (a)  The  university,  through  a  department  or  col- 
lege of  education  to  be  organized,  to  take  over  all  responsibility  for 
the  control  and  administration  of  the  normal  school  or  (b)  the  manage- 
ment and  control  of  the  normal  school  to  be  independent  of  the  uni- 
versit}^  but  a  cooperative  plan  be  arranged  whereby  the  students  of 
the  normcil  school  may  take  courses  offered  b}^  the  university. 

There  are  a  number  of  reasons  favoring  this  plan  of  connecting 
the  training  of  island  teachers  with  the  University  of  Hawaii,  the  two 
principal  ones  being:  (1)  That  thereby  opportunity  can  be  given  the 
young  people  who  are  taking  the  training  to  take  at  the  same  time 
courses  of  instruction  in  the  university  which  will  broaden  their  hori- 
zon and  give  them  an  informational  content  not  otherwise  to  be  ob- 
tained and  which,  it  is  obvious,  Hawaiian-born  young  people  who  are 
entering  the  teaching  profession  greatly  need,  coming  as  they  do  in 
many  cases  from  homes  of  relatively  illiterate  people,  and  (2)  such  an 
arrangement  would  make  available  to  normal  school  students  the 
university  equipment  of  farm,  of  shop,  of  laboratory  which  must  be 
at  hand  if  the  teachers  are  to  be  prepared  to  undertake  the  type  of 
school  work  in  the  elementary  grades  or  in  the  high  schools  which  is 
demanded  of  them  if  the  occupational  needs  of  the  islands  are  to  re- 
ceive the  attention  from  the  schools  which  they  deserve. 

li.  THE  LAHAINALUNA  TRADE  SCHOOL. 

The  Lahainaiuna  school,  situated  at  a  beautiful  location  on  the 
Island  of  Maui,  was  founded  by  the  missionaries  in  1831.  In  1849  it 
was  taken  over  from  the  American  Board  of  Missions  by  the  Hawaiian 
Government.  In  1900  it  came  under  the  supervision  of  the  Territorial 
education  department  through  the  annexation  of  the  islands.     In 


1916  it  was  taken  out  from  under  the  supervision  of  the  Territorial 
commissioners  of  education  and  placed  under  the  control  of  a  separate 
board.     When  this  change  took  place  it  was  called  a  trade  school. 

The  school  owns  1,000  acres  of  land  and  a  valuable  water  right. 
The  school  is  farming  about  42  acres  of  cane  land  from  which  it  re- 
ceives annually  about  $8,000  net.  One  of  the  plantation  corporations 
is  growing  cane  on  12  acres,  the  boys  of  the  school  contributing  a 
certain  amount  of  work.  The  remainder  of  the  thousand-acre  tract 
has  been  leased  to  plantations  by  the  land  department  of  the  Territo- 
rial Government,  the  proceeds  of  which,  however,  do  not  benefit  the 
school.  The  buildings  which  comprise  the  school  plant  have  an  ap- 
proximate value  of  $75,000. 

The  school  is  a  free  school  open  to  boys  only.  They  spend  their 
entire  time  at  the  school.  The  grades  provided  for,  corresponding  to 
the  grading  system  of  the  public  school,  are  the  fifth,  sixth,  seventh, 
eighth,  and  ninth  grades.  The  usual  academic  subjects  i^.tq  taught  in 
ail  grades  but  the  ninth  grade.  The  time  of  all  ninth  grade  boys  is 
given  over  to  shop  work,  consequently,  according  to  this  peculiar 
arrangement,  none  of  the  usual  school  studies  are  offered  in  this 
grade.  The  course  in  shop  work  provides  that  the  boys  shall  take 
printing  iji  the  sixth  grade,  carpentry  in  the  seventh  grade,  black- 
smithing  in  the  eighth  grade,  and  machine  shop  work  in  the  ninth. 

The  equipment,  however,  for  shop  vvork  is  for  the  most  part  of  a 
very  elementary  character,  and  inadequate  at  that.  Several  pieces 
of  expensive  machinery  have  been  installed  Vv'hich  are  not  suitable 
or  indeed  not  usable  and  are  idle.  A  drill  costing  $1,400  is  idle 
much  of  the  tincue  because  the  shop  is  provided  with  only  a  5  horse- 
power m_otor,  which  is  not  sufficient  to  operate  the  drill.  A  very 
expensive  machine  for  boring  cylinders  was  installed.  Th^jre  is 
but  one  other  in  the  islands.  It  stands  idle.  Machinery  for  cutting 
out  automobile  tops  was  recently  bought,  but  is  idle  because  the 
school  can  not  compete  with  private  firms  in  this  business.  An 
elaborate  and  expensive  equipment  of  drills,  which  are  never  used, 
was  also  unwisely  purchased.  About  88,000  worth  of  equipment 
for  the  shops  had  been  ordered  but  had  not  been  delivered  at  the 
time  the  school  was  visited. 

The  following  are  on  the  pay  roll  of  the  school:  One  principal,  6 
teachers,  1  cook,  1  miatron,  and  1  cane-field  worker — 10  in  all.  The 
pay  roll  for  the  month  of  November  was  $1,315. 

The  enrollment  for  November,  1919,  was  as  follows:  Thirt3'-two 
Hawaiians,  27  part-Hav/aiians,  3  Portuguese,  43  Japanese,  9  Chinese, 
1  Filipino,  and  3  of  other  racial  extraction;  altogether,  118  boys. 
These  w^ere  distributed  among  the  grades  as  follows:  Tv^enty  in 
the  fifth  grade,  22  in  the  sixth  grade,  39  in  the  seventh  grade.  26  in 
the  eighth  grade,  and  11  in  the  ninth  grade. 


OEGAXIZATIOX   OF   THE   PUBLIC   SCHOOL  SYSTEM.  97 

The  estiniiited  expense  of  maintainiDg  the  school  for  the  calendar 
year  to  December  31,  1919,  as  given  in  a  report  of  the  principal  to 
the  governor;  was  as  follows: 

Maintenance  cost  of  Lahalnaluna  school  for  year  ending  December  31,  1919. 


Purposes. 


Dining  hall 

Salaries 

Sup-Dlies  for  farm  and  shop . . 
Charges  for  1920  crop  planting 

Harvesting  1919  crop 

Incidentals 


$6,500.00 

7,049.00 

8,920.00 

i;  972. 70 

940.00 

55.20 


Total 25,436.90 

OBSERVATIONS    OX    THE    FOREGOING   FACTS. 

The  school  is  doing  nothing  more  in  an  academic  way  than  a  good 
elementary  public  school  of  eight  grades  ought  4o  be  doing.  In 
those  activities  peculiar  to  a  trade  school  it  does  not  have  the  ec[uip- 
ment  to  do  more  than  a  good  public  high  school  ought  to  be  equipped 
to  do.  As  noYv'  organized  the  school  is  not  prepared  to  train  boys 
to  earn  their  livelihood  in  the  trades.  At  present  the  graduates  of 
the  school  drift  into  the  first  thing  which  comes  to  hand  quite  as  do 
the  boys  from  the  public  schools  who  have  no  special  vocational 
training.  That  is  to  say,  the  work  of  the  school  is  not  of  a  suificiently 
advanced  character,  either  academically  or  along  the  lines  of  prepara- 
tion for  the  trades,  to  enable  the  graduates  to  enter  the  vocations 
at  any  higher  level  than  do  those  of  the  public  schools.  This  is  in 
no  wise  a  criticism  of  the  principal  of  the  school,  for  without  doubt 
he  has  done  all  with  the  school  that  the  policy  determined  upon 
would  permit. 

Furthermore,  to  give  the  boys  v/ho  now  attend  the  school  what 
they  could  get  from  tiio  public  schools  fully  as  well  is  costing  the 
Territory  from  $25,000  to  $30,000  per  year.  The  question  at  once 
comes,  What  is  the  justification  for  asking  the  Territory  to  pay  out 
S215  annually  on  each  of  118  boys  while  it  pays  out  only  about  S30 
per  child  on  those  of  the  same  attainments  .in  the  public-school 
system  ? 

The  only  point  which  the  commission  heard  in  justification  was 
that  the  school  has  been  looked  upon  in  recent  years  as  a  school 
primarily  for  children  of  the  Hawaiian  race  and  that  it  should  be 
maintainevd  to  provide  educational  opportunities  for  Hawaiian  boys. 
It  requires  but  a  glance  at  the  character  of  the  enrollment  to  recog- 
nize that  the  number  of  the  boys  who  are  of  Hawaiian  parentage  is 
rapidly  decreasing  and  that  their  places  are  being  taken  by  boys  of 


the  oriental  races.  In  1910;  for  example,  Hawaiians  and  part- 
Havraiians  comprised  85  per  cent  of  the  schools'  enrollment,  while 
the  orientals  comprised  but  12  per  cent.  In  November,  1919,  the 
situation  had  changed  greatly,  the  Hawaiian  and  part-Hawaiian 
representation  having  fallen  to  50  per  cent  of  the  total  enrollment, 
wliile  that  of  the  orientals  had  grown  to  44  per  cent.  The  years 
in  between  show  a  steady  decline  in  the  proportionate  enrollment  of 
Hawaiians  and  part-Hawaiians  and  a  steady  increase  in  Japanese 
and  Chinese,  principally  Japanese.  So  that  the  point  of  a  desire  to 
minister  to  the  educational  needs  of  Hawaiian  youth,  however  well 
taken  in  the  past,  is  rapidly  becoming  less  applicable. 

A  PLAN  FOR  THE  REORGANIZATION  OF  THE  S(  HOOL. 

While  the  commission  can  see  no  justification  for  the  school  vnIucIi, 
as  it  now  stands,  is  doing  little  more  than  duplicating  the  work  of 
the  public  school,  jet  it  sees  for  it  a  big  opporturiity  to  render  a 
distinctive  service  as  a  field  branch  of  the  University  of  Hawaii. 

The  school  is  set  down  among  large  sugar  plantations.  It  affords 
a  splendid  opportunity  for  training  young  men  of  university  ad- 
vancement to  couple  with  theoretical  study  practical  experience  in 
the  various  activities  of  the  plantations,  the  training  designed  to 
prepare  for  the  filling  of  skilled  and  semiskilled  positions  on  the 
plantations.  Doubtless  it  would  be  an  easy  matter  to  arrange 
with  plantation  managers  to  give  opportunity  to  the  students  of 
the  school  for  such  practical  experience.  Two  young  men  could 
pair  off,  for  example,  one  to  take  his  place  in  the  school,  one  to  take 
a  place  on  a  near-by  plantation.  At  the  end  of  some  convenient 
period,  say  two  weeks,  a  shift  could  be  made  and  places  traded.  In 
tliis  way  a  continuity  of  both  school  work  and  practical  v,  ork  on  the 
plantation  could  be  secured.  So  the  entire  student  bod}^  could  be 
paired  ofi'  in  like  manner  and  an  ideal  type  of  theoretical-practicai 
education  be  obtained. 

The  plan  of  part-time  training  is  growing  rapidly  in  the  States.  It 
is  giving  ver}"  satisfactory  results  where  it  is  carefully  supervised  by 
competent  persons.  .  It  enables  the  young  people  participating, 
furthermore,  to  earn  considerable  money  during  their  period  of 
schooling,  for  a  Avage  scale  commensurate  with  the  service  rendered 
is  adopted. 

The  expense  of  maintaining  the  Lahainaluna  school  organized  as 
a  part-time  school  under  the  supervision  of  the  University  of  Hawaii, 
admitting  only  young  men  who  have  matriculated  at  the  university 
and  w^ho  are  heading  toward  plantation  occupations  of  skilled  and 
semiskilled  character,  would  be  abundantly  justified. 


ORGAXIZATIOX    OF   THE   PUBLIC    SCHOOL   SYSTEM.  99 

12.  FINANCING  THE  TERRITORIAL  DEPARTMENT  OF  PUBLIC 
INSTRUCTION. 

THE    AMOUNT    WHICH    HONOLULU    EXPENDS    UPON    HER    SCHOOLS. 

In  the  consideration  of  the  question  whether  or  not  a  common- 
wealth is  expending  a  sufficient  sum  on  tlie  education  of  its  children 
no  }iard  and  fast  lines  can  be  drawn;  nevertheless,  it  is  instructive 
to  learn  how  a  given  political  unit  compares  in  its  expenditures  with 
other  units  of  the  country  falling  within  the  same  population  group. 
It  has  been  sho^^^i  in  the  analysis  of  the  educational  problem  of  the 
Hawaiian  Islands,  which  comprises  Chapter  I  of  this  report,  that  as 
compared  with  most  mainland  communities  the  educational  task  of 
the  Hawaiian  Islands  is  heavier  and  more  complicated.  To  solve  it 
in  an  efficient  manner  it  stands  to  reason  that  a  relatively  larger 
expenditiu'e  for  school  purposes  must  naturally  be  made.  A  com- 
parison mth  what  the  States  are  expending  on  their  public  school 
systems  will  be  of  interest. 

Data  for  such  a  comparison  have  never  been  compiled  for  States 
and  Territories  as  wholes,  but  studies  of  the  financial  expenditures  of 
all  of  the  cities  of  the  United  States  have  been  made  which  afford 
the  jiecessary  information  for  an  illuminating  examination  of  similar 
units  of  the  Hawaiian  Territory.  The  expenditm^es  for  the  city  and 
county  of  Honolulu,  for  example,  in  comparison  with  cities  of  the 
mainland  of  approximately  the  same  population  will  show  what  the 
Hawaiian  Territory  is  doing  for  education  in  com.parison  with  main- 
land practice. 

Tlie  fii*st  step  in  such  a  comparison  is  to  examine  the  way  in  which 
the  city  and  county  of  Honolulu  distributes  her  expenditiu-es.  As 
the  reports  for  1918  are  the  latest  published  reports  for  the  cities  of 
the  United  States,  the  following  stud}'  is  based  upon  1918  figures: 

In  1918  the  city  and  county  of  Honolulu  expended  in  the  mainte- 
nance and  upkeep  for  aU  purposes,  including  the  schools  (but  not  per- 
manent improvements),  the  siun  of  $1,590,403.17,  which  amounted  to 
?  13.65  per  capita  of  population,  using  the  population  estimate  for  the 
city  and  county  of  Honolulu  of  116,500,  compiled  by  the  Territorial 
board  of  health,  which  many  think  is  a  conservative  estimate. 

It  is  interesting  to  see  how  this  amount  of  $13.65  per  capita  was 
distributed  among  various  municipal  and  count}'  activities  and  to 
learn  what  the  47  cities  in  the  United  States  falling  into  the  same 
population  group,  the  group  of  cities  having  a  population  of  100,000 
to  300.000.  did  with  theu'  incomes  similarly.  The  table  which  follows 
sliows  tliis  distribution. 


Distribution  of  city  expenditures  per  capita  of  population  (JO  17). 

City  and     Average 
count  J'  of       of  47 
HoEolulu.      cities,      i 

General  government $0. 83  SI.  18  ; 

Police  department 2.00  .   1.67 

Fire  department .70  l.  75 

Conservation  of  health .84  1. 76 

Street  department 2. 72  1. 90 

Charities,  hospitals,  corrections .06  .78 

The  schools 4.41  5. 81 

Libraries .24 

Recreation .67  .62 

All  other  purposes .52  .71 

Total  per  capita  expenditure 13. 05  1'3. 42 

This  table  shows  that  the  city  and  count}"  of  Honokilu  is  expend- 
ing $4.41  per  capita  of  population  on  its  schools  from  cit}"  sources 
alone,  whereas  the  average  expenditure,  of  the  47  cities  in  Honolulu's 
group  in  the  States  was  S5.81.  That  is,  Honolulu's  expenditure  on 
its  schools  would  have  to  be  increased  $1.40  per  capita  of  population 
to  give  the  schools  of  the  city  and  county  the  average  amount  that 
47  cities  of  the  mainland  m  the  same  population  group  are  expend- 
ing upon  their  schools  from  their  city  revenues.  In  other  v\'ords, 
Honolulu's  per  capita  amount  would  have  to  be  increased  nearly 
one-third  to  bring  its  expenditures  on  schools  up  to  the  average 
expenditure  of  cities  of  its  class.  Obviously,  then,  with  an  esti- 
mated population  of  116,-500,  the  number  used  in  all  these  calcula- 
tions, it  would  require  an  additional  annual  expenditure  of  8163,000 
on  the  schools  of  the  city  and  county  of  Honolulu  alone  to  bring 
such  expenditure  up  to  the  average  of  the  cities  of  its  class  as  shoivn 
by  the  foregoing  table. 

Of  the  47  cities  in  the  United  States  having  a  population  between 
100,000  and  300,000  only  six  expended  a  less  per  capita  amount 
than  Honolulu  on  their  schools.  These  cities  were:  Atlanta,  Ga.^ 
13.94;  Birmingham,  Ala.,  $2.85;  Memphis,  Tenn.,  $3.92;  Readmg, 
Pa.,  $3.52;  Fort  Worth,  Tex.,  $3.23;  and  Nashville,  Tenn.,  $4.34. 
With  the  single  exception  of  Reading,  Pa.,  these  are  all  southern 
cities. 

Eleven  cities  of  the  group  expended  more  than  half  as  much 
again  as  did  Honolulu,  while  thi-ee  expended  twice  as  much  or  more^ 
these  being  Springfield,  Mass.,  $9,76;  Des  Momes,  Iowa,  $10.18; 
and  Hartford,  Conn.,  $8.98. 

Nor  is  this  all,  for  these  comparisons  are  deceptive  in  this  respect — 
that  the  foregoing  table  shoAvs  for  the  cities  of  the  States  only 
the  school  expenditure  which  v/as  derived  from  city  revenues.  Most 
of  these  cities  have  money  coming  into  their  school  funds  from 
State  and  county  sources  which  is  not  shov/n  in  the  tables  from 


ORGAXIZATIOX    OY   THE   PUBLIC   SCHOOL   SYSTEM.  .        .    1-01 

which  the  foregoing  compai-isons  were  derived,  whereas  the  amount 
credited  to  the  schools  of  the  city  and  county  of  HonohxLu  is  the 
entire  amount  from  ali  sources  expended  on  the  schools.  It  is  clear, 
therefore,  that  in  the  actual  amount  of  money  which  the  Territory 
expends  upon  the  schools  of  the  city  and  coimty  of  Honolulu,  ^siien 
reckoned  on  the  basis  of  population,  is  very  far  below  that  actually 
expended  upon  the  schools  in  the  cities  of  the  States. 

Inasmuch,  however,  a^  the  aggregate  per  capita  expenditure  of 
the  city  and  comity  of  Honolulu  is  considerably  less  than  the  aver- 
age of  the  cities  of  its  group,  bemg  SI 3. 65  against  an  average  of 
$16.42,  another  table  showing  the  proportion  such  items  bear  to 
the  entire  expenditure  is  needed.     This  table  foilovrs: 

PwjJorfionaie  txpciiditurcs  among  c-t-j  departnunis. 

^ l b 

I  City  and     Average 
Purposes.  !  county  of .      of  47 

!  Honolulu,     cities. 
: _l l_ . 

j  I 

Per  cent.  I  Per  cent. 

General  eoTercmeu  t '  6. 1  i  7. 2 

Police  department :  19. 1  !  lo.  2 

Fire  department i  T).  1  j  10.7 

Conservation  of  health '  6. 2  i  10.7 

Strc-et  department !  20.0  11.6 

Charitie?.  hospitals,  and  corrections "  .4  4.7 

Theschools 32.3  !  35.4 

libraries 1.4 

Recreation 4,8'  3.  S 

All  other  purposes €.0  !  4.3 

, _  i^ 

This  table  shows  that  in  comparison  with  the  average  of  the 
cities  of  its  class  Honolidu"s  proportionate  expenditures  for  its 
police  department,  for  its  street  and  highv»^ays  department,  and  for 
its  recreations  are  greater;  whereas  for  its  general  government,  its 
fire  department,  the  conservation  of  health,  and  its  expenditure, 
for  charities,  hospitals  and  corrections,  libraries,  and  public  schools 
the  proportionate  amount  is  less. 

An  examination  in  detail  of  the  list  of  47  cities  to  which  the  city 
and  county  of  Honolulu  belongs  shows  that  there  are  20  cities  in 
which  the  schools  receive,  as  does  Honolulu,  less  than  one-third  of 
the  total  municipal  expenditure;  that  in  25  cities  the  schools'  share 
ranges  from  one-third  to  one-half  the  aggregate  expenditure;  and 
that  in  two  cities  the  proportion  going  to  the  schools  is  greater  than 
one-half  the  aggregate  expenditure. 

It  Vv'ill  be  of  interest  to  knov/  the  names  of  the  cities  takhig,  as 
does  Honolulu,  a  one-third  interest  or  less  in  their  schools;  also  to 
know  in  what  cities  the  expenditures  for  the  pubhc  schools  is  greater 
than  one-third  of  the  aggregate  municipal  expenditui^e. 


102  A  SURVEY  OF   EDUCATION   IX   HAWAII. 

Citu'S  luhich  (xpcndcd  one-third  or  less  of  their  oggregeite  expenditures  on  their  schools  (1918)j 


Cities. 


Proportion 

of  aggregate 

;  expenditure  j 

on  schools.  I 


Rochester,  N.  Y.. 
Providence,  R.  I. 
St.  Paul.  Minn... 
Louisville,  Kv... 

Atlanta,  Ga 

Syracuse,  N.  Y... 
Memphis,  Temi . . 
Worcester,  Mass.. 

Dayton,  Ohio 

DaJlas,  Tex 

Bridgeport,  Conn 


Per  cent. 
28.7 
28.  8 
31.8 
29.8 
27.0 
27.5 
28.0 
33.2 
33.2 
32.3 
31.2 


Cities. 


Proportion 
of  aggregate 
expenditure 
on  schools. 


New  Bedford.  Mass 

Nashville,  Tenn 

Cambridge,  Mass 

Lowell,  Mass 

Albany,  N.Y 

Ljmn,  Mass 

Honolulu  (city  and  coimty) 

Houston,  Tex \. 

Yonkers,  N.  Y 

Lawrence,  Mass 


Per  cent. 
27.5 
32.4 
31.2 


Cities  which  expended  more  than  one-third  of  their  aggreaate  expenditures  on  their  schools 

{1918). 


Cities. 

Proportion 
of  aggregate 
expenditure 

on  schools. 

Cities. 

Proportion 
o*"  aggregate 
expenditure 

on  schools. 

Denver,  Colo 

Per  cent. 
34.2 
36.5 
41.3 
45.4 
41.4 
36.5 
41.1 
44.0 
39.6 
37.0 
39.6 
35.8 
33.9 
46.7 

Paterson,  N.J 

Grand  Rapids,  Mich 

Per  cent. 
40  5 

Indianapolis,  Ind 

45  1 

Colnmbns!.  Ohio  .. 

Fall  River,  Mass 

33  7 

Oakland,  (Talif 

San  Antonio,  Tex      

34  5 

Toledo,  Ohio 

Salt  Lake  City,  Utah 

45  0 

Birmingham,  Ala 

Tacoina,  Wash 

43.3 

Omaha,  Nebr 

Trenton,  N.  J.. 

41  7 

Spokane,  Wash       

Hartford,  Conn 

35  6 

New  Haven,  Conn 

37.6 

Fort  Worth,  Tex 

Youngsto'ft'n,  Ohio 

43  9 

Camden,  N.  J 

Des  Moines  Iowa 

54  0 

Springfield,  Ma-'Js 

Schenectady,  N.Y 

Kansas  City,  Kans 

39  7 

Richmond  Va 

50  2 

Scranton,  t'a. 

THE  TAX  RATE  AND  PROPERTY  VALUATION  OF  THE  CITY  AND  COUNTY  OF 

HONOLULU. 

The  tax  rate  of  the  city  invariablj"  attracts  the  attention  of  the 
taxpayers,  but  there  is  an  important  fact  about  tax  rates  which  tax- 
pa^^ers,  in  making  their  comparisons,  do  not  always  take  into  account, 
and  that  is  that  the  assessed  vahiation  of  property  for  purposes  of 
taxation  among  cities  ranges  all  the  way  from  20  per  cent  of  the  true 
value  of  the  property  to  100  per  cent.  More  and  more,  cities  of  the 
ma,inland  are  adopting  the  plan  of  assessing  their  taxable  property 
for  its  full  market  value,  but  there  a.re  still  mam^  cities  which  have 
not  yet  adopted  this  wise  practice.  In  order,  then,  to  compare  one 
city  with  another  in  respect  to  rate  of  taxation  it  is  necessary  to 
change  all  actual  rates  to  a  rate  whioh  is  based  on  the  full  valuation 
of  the  taxable  property.  This  correction  has  been  made  for  all 
cities  of  the  mainland  of  30,000  population  and  over  by  the  United 
States  Census  Bureau  and  appears  in  Table  30  of  the  publication, 
Financial  Statistics  of  Cities  (1918). 


ORGANIZATIOX   OF   THE  PUBLIC   SCHOOL   SYSTEM.  103 

The  actual  taxation  rate  for  the  city  and  county  of  Honohilu  in 
1918  was  $18.30  for  each  thousand  dollars  of  taxable  property. 
Inasmuch  as  it  is  generally  conceded  by  those  in  the  Territory 
familiar  with  taxation  matters  that  the  assessment  valuation  is 
approximately  75  per  cent  of  the  actual  market  value  of  the  property 
assessed,  this  rate  then  of  $18.30,  corrected  in  the  same  manner  as 
are  the  rates  of  the  mainland  cities  T^ith  which  Honolulu  is  compared, 
should  be,  instead,  $13.71  for  each  thousand  of  property  valuation 
assessed  at  its  full  worth. 

A    UNIQUE    TAXATION    SYSTEM. 

As  compared  with  mainland  cities  the  plan  of  raising  taxes  in  the 
Territory  of  Hawaii  is  unique.  Since  1901  the  Territory  has  levied 
for  general  purposes  an  income  tax  of  2  per  cent  on  pc^rsoual  incomes 
of  more  than  $1,500  and,  since  1909,  an  additional  tax  on  all  incomes 
above  $4,000  has  been  levied.  This  latter  tax,  varying  in  rate  with 
the  size  of  the  income,  was  originally  intended  to  remain  for  but  a 
two-year  period;  it  has,  however,  been  reenacted  by  each  succeeding 
legislature. 

The  bulk  of  the  property  tax  is  paid  by  corporations  and  the  method 
of  assessment  of  these  companies,  known  as  the  '^enterprise  for  profit 
basis/'  is  like  vase  unique.  The  law  provides  that  in  all  cases  where 
real  and  personal  property  are  combined  and  made  the  basis  of  an 
enterprise  for  profit  the  enterprise  shall  be  assessed  as  a  whole  on  its 
fair  andreasonable  aggregate  value.  In  estimating  this  aggregate  value 
the  net  profits  made  by  it,  also  the  gross  receipts  and  actual  remaining 
expenses;  and,  where  it  is  a  corporation  whose  stock  is  quoted  in  the 
market,  the  market  price  of  the  stock  is  taken  into  consideration. 

In  practice,  in  making  assessments,  it  is  customary  to  capitalize  the 
profits  of  four  years  at  different  rates  per  cent,  according  to  the  condi- 
tions affecting  the  particular  enterprise.  For  example,  if  a  planta- 
tions owns  its  land,  if  the  soil  is  fertile  and  has  a  good  water  supply, 
the  rate  of  capitalization  is  a  low  one.  Where  the  profits  are  large 
the  enterprise  can  well  afford  to  pay  the  larger  tax;  where  the  profits 
axe  smaller  the  assessed  value  is  automatically  reduced. 

These  features  of  Hawaii's  taxation  system  make  it  difllcult  to 
compare  taxation  rates  and  per  capita  valuations  with  those  obtaining 
in  mainland  cities  not  subject  to  such  a  plan.  However,  inasmuch 
as  tax  rates  in  the  islands  fall  most  heavily  upon  the  owner's  of  non- 
income  producing  property,  such  as  residence  lots  and  their  im- 
provements, it  would  appear  to  be  fair,  if  the  comparison  is  not 
crowded  too  haixl,  to  take  the  foregoing  corrected  rate,  $13.71,  as 
the  n.ormal  general  property  tax  rate  for  all  property  in  the  city 
and  ^^ounty  of  Honolulu  except  that  belonging  to  the  big  corporations. 


ili^fc 


A   SUrvYEl    Ob^    r-DUCATiO^^    lA'    ilAWAlI. 


TAX    BATE    COiirAIiSD    WITH    THAT    OF    OTHER    CITIES. 

It  v^nVi  be  of  interest  to  compare  the  con-ected  rate  for  the  city  and 
countyof  Honolulu,  SI 3. 71,  with  the  rates  of  the  47  cities  in  Ilonohdu's 
population  group  corrected  in  the  same  manner.  The  table  which 
follows,  based  on  facts  given  in  Financial  Statistics  of  Cities  (1018), 
Table  30,  shovv^s  the  tax  rate  for  the  47  cities  during  1918,  corrected 
for  true  valuation,  the  estimated  assessment  valuation  per  capita  of 
population,  and  the  amount  of  city  revenue  expended  on  the  s-r^hools 
per  capita  of  population. 

Estimated  true  valuation  of  taxable  property  per  capita  jjopiilaiiov,  corrected  tcx  rate, 
city  revenue  expended  on  schools,  of  cities  hetvxcn  100,000  and  SOOfiOO  population 
(1918). 


Cities. 


Indianapolis,  Ind 

Denver,  Colo 

Rochester,  N.  y 

Providence,  R.  1 

St.  Paul.  Minn 

Louisville,  Ky 

Cohtmbtis,  Ohio 

Oakland,  Calif 

Toledo,  Ohio 

Atlanta,  Ga 

Birmingham,  Ala 

Omaha,  Nebr 

Worcester,  Mass 

Richmond,  Va 

Syracuse,  N.  Y 

Spokane,  Wa?.h 

New  Haven,  Conn 

Memphis,  Temi 

Scranton,  Pa . . 

Patersou,  N.  J 

Grand  Rapids,  Mich 

Fall  River,  Mass 

Dayton,  Ohio 

Dallas,  Tex 

San  Antonio,  Tex 

Bridgeport,  Conn 

New  Bedford,  lilass 

Salt  Lake  City,  Utah 

Nashville,  Tenn 

Cambridge,  Mass 

LoweJl,  Mass 

Tacoma,  Wash 

Houston,  Tex 

Trenton.  N.  J 

Hartford,  Conn 

Reading,  Pa 

Youngstown,  Ohio 

Fort  Worth,  Tex 

Camden,  N.  J 

Albany,  N.Y 

Springfield,  Mass 

Lynn,  Mass 

Des  Moines,  lo^va 

Lawrence,  Mass 

Schenectady,  N.Y 

Yonkors,  N.  Y... 

Kansas  City,  Kans 

Honolulu  Ccity  and  county). 


Estimated 

value  per 

capita  of 

population. 


Tax  rate 

corrected 

for  true 

valuation. 


City  revenue 
;  expended  on 

■   schools  per 
capita  of 
population. 


$1,551.00 
1.233.00 
i:it»3.00 
1,502.00 
1.584.00 
1.231.00 
L  429. 00 
i;  400. 00 
1,599.00 
1,5.57.00 

925.00 
1,558.00 
1,118.00 
1,525.00 
1,247.00 
1,032.00 
1,123.00 
1,305.00 

994.00 

802.00 
1,294.00 

838. 00 
T, 498.00 
2,085.00 
1,203-00 
1,555.00 

924.00 
1.459.00 

787.00 
1,147.00 

794.00 
1,003.00 
1,203.00 

806.00 
1,498.00 

815.00 
1,764.00 

908.00 

789.00 
1,186  00 
1,806.00 

878.00 
1,6.55.00 

817.00 

757.00 
1,488.00 

934.00 
1,369.00 


$11.04  ! 
16. SS  . 
17.18  ! 

13.86  I 
10.64 
13.82 
10.48 
12.51 
11.99 

8.48 
6.00 
15.01 
16. 73 
10.77 
15.78 
12.16 
18.66 
10.82 
13.46 
13.89 

13.  as 

21.15 
10.97 
9.45 
15. 57 
19.11  i 
19.36 
12.69  I 
13.44  \ 
20.18  j 
20.00 
13.26  ! 
15.57  j 
16.20  I 
14.52  I 
11.20  I 
10.82  i 
12.40  i 

13.87  ; 
20.35 
14.81  , 
19.02  : 
16.96  : 
14.77  : 
23.89  ! 
19.81 
14.50 
13.71 


S5.77 
6.23 
6.32 
5.10 
5.37 
4.50 
5.86 
8.07 
6.27 
3.94 
2.85 
0.96 
7.37 
4.99 
5.15 
5.4S 
7.47 
3.92 
6.06 
5.51 
7.86 
5.62 
4.97 
5.23 
5.11 
8.60 
5.09 
7.73 
4.34 
6.63 
4.75 
.=^.39 
5.00 
6.47 
8.98 
3.52 
5.91 
3.23 
5.76 
5.45 
9. 76 
4.91 

10.18 
4.68 
5.78 
7.88 
5.67 
4.41 


By  examining  the  column  in  the  preceding  table,  showing  the  amount 
of  city  revenue  expended  on  the  schools  per  capita  of  estim.ated  popu- 


ORGANIZATION    OF   THE   PUBLIC   SCHOOL   SYSTEM.  105 

lation,  it  is  seen  that  only  six  cities  expended  less  tlian  Honolulu  did; 
23  cities  expended  from  the  same  amount  up  to  one-third  more; 
seven  cities  expended  from  one-third  to  one-half  more;  eight  cities 
expended  from  one-half  to  twice  as  much;  while  three  cities  expended 
twice  as  much  or  more. 

OBSERVATIONS  ON  THE  FOREGOING  TABLE. 

An  examination  of  the  foregoing  table  shows  that  Honolulu's  cor- 
rected rate  of  $13.71  per  thousand  on  the  true  value  of  property  sub- 
ject to  general  tax  is  below  that  of  the  median  city  of  the  group. 
Tiiat  is  to  say,  while  there  are  19  cities  v/hose  corrected  rates  for  city 
purposes  alone  are  lower  than  Honolulu's  rate,  there  are  28  cities 
whose  rates  are  higher.  Of  these  28  cities,  in  18  the  rates  range 
from  the  same  as  the  rate  of  Honolulu  to  one- third  Jiigher;  in  8  cities 
the  rates  are  from  one- third  to  one-half  higher;  while  in  2  cities — 
Schenectady,  N.  Y.,  and  Fall  River,  Mass. — the  city  rates,  corrected 
in  the  same  way,  are  nearly  twice  the  rate  of  the  city  and  county  of 
Honolulu.  The  average  rate  of  the  47  cities  listed  is  $14.83.  Hono- 
lulu's rate,  then,  falls  below  this  average  by  SI. 12  per  thousand. 

While,  as  has  already  been  pointed  out,  the  taxation  plan  in  opera- 
tion in  the  Hawaiian  Islands  differs  from  that  which  obtains  amono: 
the  cities  of  the  mainland,  making  it  undesirable  to  crowd  compari- 
sons too  hard,  nevertheless  the  commission  feels  that  from  this  com- 
paratiA^e  study  of  Territorial  finance  the  following  conclusion  is 
abundanth^  justified,  i.  e.,  that  the  city  and  county  of  Honolulu, 
while  much  above  the  average  city  of  the  group  considered  in  taxable 
wealth,  ranks  considerably  below  the  average  city  in  point  of  taxation 
rate  and  far  below  the  average  in  the  amount  expended  for  public 
school  purposes,  llie  validity  of  this  conclusion  is  further  testified 
to  when  it  is  remembered  that  in  all  of  the  preceding  compaiisous 
relating  to  amounts  expended  for  school  purposes  ever}^  city  in  the 
list  has  received  for  school  purposes  considerable  amounts  from  county 
and  State  sources  which  have  not  been  included  in  the  foregoing 
tables,  whereas  the  amount  given  as  that  which  Honolulu  expended 
on  her  schools,  per  capita  of  population,  is  the  whole  amount  expended 
from  whatever  sources  received.  Were  the  figures  giving  the  entire 
per  capita  expenditure  for  school  purposes  used  the  city  and  county 
of  Honolulu  would  make  a  poor  shov/ing  in  point  of  rank,  indeed. 
In  so  far  as  conditions  in  the  city  and  county  of  Honolulu  are  typical 
of  other  counties  of  the  islands  in  these  matters,  and  the  commission 
is  of  the  opinion  that  they  are  closely  representative,,  the  foregoing 
conclusions  VA'ill  apply  to  the  Territory  as  a  whole. 

In  this  connection,  too,  it  must  not  be  forgotten  that  the  foregoing 
study  has  to  do  only  with  items  of  expenditure,  such  as  salaries, 
supplies,  and  repairs,  which  are  properly  classed  under  the  head  of 


106  A  SURVEY   OF   EDUCATION   IN   HAWAII. 

''maintenance."  The  tables  upon  which  the  stucty  is  based  do  not 
inchide  amounts  invested  by  the  several  cities  of  the  group  considered, 
in  sites  for  schools  which  in  the  cities  are  usually  very  costly;  in 
buildings  which  must  be  erected  to  stand  extremes  of  heat  and  cold; 
or  in  equipment.  When  it  is  recognized  that  except  for  Honolulu, 
Hilo,  and  a  few  smaller  places,  schools  in  the  Territory  are  erected  on 
land  which  has  belonged  to  the  territorial  government  since  annexa- 
tion, or  on  sites  provided  by  plantation  owners,  without  expense; 
that  the  climate  does  not  require  an  expensive  type  of  school  building 
or  buildings  with  any  heating  mechanism  at  all,  it  is  obvious  that  the 
total  expense  to  which  the  Territory  has  been  placed  on  account  of 
its  schools  is  but  a  small  fraction  of  the  cost  which  communities  on 
the  mainland  have  had  to  meet. 


Chapter  HI. 
THE  FOREIGN  LANGUAGE  SCHOOLS. 


Contents. — 1.  Founding  of  Christian,  Buddhist,  and  "Independent"  schools:  The  beginnings  were 
Christian:  activities  of  Buddhist  sects;  the  Hongwanji  soct;  number  and  classification  of  langua?:e  schools 
2.  The  organization,  siipport,  and  administration  of  Japanese  schools:  The  support:  the  Japanese  educa- 
tional association.  3.  The  textbooks  used  in  Japanese  schools:  Revision  oi  the  texts;  description  of  the 
texts  as  revised.  4.  The  influence  of  foreign  language  schools:  Effect  on  health  of  cliildrcn;  influence  on 
progress  in  the  pubUc  school;  influence  on  loyalty  to  America.  5.  Proposed  legislation  respecting  language 
schools;  Resolutions  of  the  Daughters  of  the  American  Revolution:  recommendations  of  the  chamber  of 
commerce;  recommendations  of  the  Ad  Club;  comments  on  proposals;  plan  proposed  by  the  survey  com- 
mission; the  spirit  in  which  the  recommendations  should  be  enforced. 


1.  THE   FOUNDING   OF   CHRISTIAN,    BUDDHIST,  AND    "INDEPENDENT" 

SCHOOLS. 

THE    BEGINNINGS    WERE    CHRISTIAN. 

The  first  language  sciiool  in  the  islands  organized  exclusively  for 
children  of  foreign  parentage  was  the  one  established  in  Honolulu, 
in  April,  1896,  by  Rev.  Takie  Okumura,  for  Japanese  children. 
This  was  followed  the  next  year  by  the  founding  of  another  school  for 
Japanese  at  Honomu,  Island  of  Hawaii,  by  Rev.  S.  Sokabi.  Both 
these  scholarly  Japanese  gentlemen  were  Christian  missionaries 
brought  over  from  Japan  by  the  Hawaiian  Mssion  Board  to  assist 
in  bringing  the  members  of  their  race  under  Christian  influence. 

In  their  work  of  Christianizing  the  Japanese,  many  difficulties 
were  encountered.  The  majority  of  the  Japanese  immigrants  were 
from  the  two  sections  of  Japan  which  constitute  the  stronghold  of 
Buddhism  in  that  country.  Already  there  were  many  Buddhist 
priests  in  Honolulu  and  on  the  plantations.  The  small  band  of 
Japanese  Christians  soon  brought  down  upon  their  heads  the  hos- 
tihty  of  the  Buddhist  group,  and  in  consequence  for  many  years 
they  experienced  great  hardships  and  even  persecutions.  Many  of 
those  weak  in  Christian  faith,  unable  to  stand  up  against  the  pres- 
sure, deserted  their  churches;  only  the  stronger  ones,  fired  with  true 
Christian  zeal,  stood  their  ground. 

These  men  and  women  were  tremendously  active.  They  estab- 
lished night  schools,  where  the  Japanese  were  taught  the  EngUsh 
language.  They  organized  temperance  societies,  and,  in  places, 
benevolent  societies  to  help  the  unfortunate.  Frequently  they  were 
8.ppealed  to  to  settle  family  quarrels,  to  adjust  controversies  between 
the  plantation  managers  and  laborers,  to  write  home  letters  for  their 
ilHterate  compatriots,  and  so,  by  utilizing  every  o})portunity  for 
service  these  Japanese  Christian  ministers  gradually  broke  down  the 
10146°— 20 8  ^^'^ 


open  hostility  toward  Christian  influences,  so  strongly  expressed  in 
these  early  days  by  the  mass  of  Japanese.  To  the  devoted  men  and 
women  of  this  early  period  there  is  due  much  more  credit  for  soften- 
ing the  hearts  of  the  Japanese  toward  western  spirit  and  influence 
than  has  ever  been  recognized. 

During  this  period  the  great  majority  of  Japanese  on  the  islands 
were  indentured  laborers,  brought  here  by  former  Hawaiian  govern- 
ments on  a  three-year  contract.  During  the  14-year  period,  between 
1885,*  when  the  first  company  arrived,  and  1900,  when  the  Territory 
became  a  part  of  the  United  States,  70,000  were  brought  in  under 
such  a  contract.  All  intended  to  return  to  Japan  upon  the  expira- 
tion of  their  period  of  indenture,  and  many  did;  but  some  remained 
longer  to  accumulate  more  money,  but  none  at  that  time  expected 
to  remain  in  the  islands  permanently. 

In  1900,  when  the  islands  passed  under  the  control  of  the  United 
States,  the  status  of  the  Japanese  immigrants  suddenly  changed. 
All  contract  laborers  became  free  laborers,  and  labor  exploiters  from 
the  States  began  to  pour  into  the  Territory,  telling  fabulous  tales 
of  the  fortunes  to  be  made  on  the  mainland.  Lured  by  these  glowing 
pictures,  the  ignorant  laborers  of  the  islands  began  flocking  into 
California.  Steamers,  chartered  for  the  purpose,  began  to  appear, 
and  soon  thousands  of  Japanese  were  leaving  Hawaii  for  the  Pacific 
coast;  in  turn  other  thousands  from  Japan  began  arriving  in  Hawaii 
as  free  laborers,  not  with  the  intention  of  establishing  themselves 
there  permanently  but  of  crossing  to  the  mainland  as  soon  as  they 
could  earn  their  passage  money.  In  six  years  alone,  from  1901  to 
1907,  40,000  entered  the  Territory  from  Japan,  more  than  half  of 
whom  came  with  the  intention  of  crossing  to  California. 

When  the  citizens  of  California  saw  this  avalanche  of  cheap, 
ignorant,  oriental  labor  coming  upon  them,  a  panic  ensued.  A 
great  wave  of  indignation  and  of  anti-Japanese  feeling  swept  the 
coast,  resulting  in  efforts  to  control  and  check  what  was  believed  to 
be  an  imminent  danger.  The  agitation  finally  led  to  the  adop- 
tion of  the  so-called  '' Gentleman's  Agreement '^  with  Japan,  whereby 
the  influx  of  Japanese  laborers  was  cut-off,  not  only  from  the  coast 
but  from  Hawaii  as  well. 

Meanwhile,  to  add  to  the  restlessness  and  discontent  of  the  race, 
the  more  intelligent  Japanese  parents  were  complaining  that  their 
children  were  not  only  growing  up  without  the  ability  to  speak 
correct  Japanese  and  to  read  and  write  it,  but  were  lq  fact  acquiring 
a  curious  mongrel  dialect  made  up  of  words  taken  from  the  different 
languages. 

Rev.  Okumura  relates  that  during  his  first  month  in  Hawaii  he 
saw  a  little  Japanese  girl  standing  alone  at  the  door  of  his  church. 
Thinking  that  she  might  be  lonely,  he  tapped  her  on  the  shoulder 


THE  FOREIGN  LANGUAGE   SCHOOLS.  109 

and  inquired  if  she  had  come  with  her  mother.  Her  reply  was 
''Me  mama  hanahana  yokonai."  Failing  to  understand  her,  he 
called  to  a  friend  who  had  been  longer  in  the  islands  and  learned  that, 
"Me  mama"  was  a  corrupted  Enghsh  phrase  for  "my  mother"; 
that  "hanahana"  was  the  Hawaiian  for  "work";  and  that  "yokonai" 
was  a  Japanese  expression  equivalent  to  "  can  not  come."  Repeatedly 
parents  asserted  that  they  could  not  understand  the  language  of 
their  children  nor  be  understood  by  them;  and  repeatedly  came  the 
request  that  opportunity  be  provided  for  the  systematic  instruction 
of  Japanese  children  in  their  native  tongue. 

The  naturalness  and  reasonableness  of  this  desire  at  the  time  can 
not  be  questioned,  particularly  when  it  is  recalled  that  the  Japanese 
had  no  thought  of  remaining  in  the  islands;  that  most  of  them  were 
leaving  u]}on  the  expiration  of  their  contract;  that  a  six-year  resi- 
dence in  Hawaii  was  regarded  as  a  very  long  term  for  any  man;  and 
that  the  children,  upon  their  return  to  Japan,  seemed  like  foreigners 
in  their  own  country.  The  group  of  Japanese  Chi'istian  ministers 
saw  in  this  situation  a  further  opportunity  to  render  a  useful  service 
to  their  countrymen;  to  advance  the  Christian  faith  in  the  good  will 
of  the  people  of  their  race;  and  to  make  their  people  more  contented 
and  less  eager  to  leave  Hawaii  for  California  or  Japan.  And  so  it 
came  about  that  through  the  personal  initiative,  first  of  Rev.  Oku- 
mura,  followed  a  little  later  by  Rev.  Sokabi,  two  schools  were  estab- 
hshed,  as  alread}^  related. 

The  beginning  was  modest  indeed;  30  pupils,  a  borrowed  room, 
one  teacher  who  had  a  Japanese  license  to  teach,  and  a  contribution 
of  $15  for  benches,  tables,  and  equipment;  that  was  all.  Within 
a  few  months  the  number  of  pupils  was  multiplied,  liberal  contribu- 
tions began  to  be  made,  a  house  suitable  to  the  pm-pose  was  rented; 
and  three  years  later  a  generous  plat  of  land  on  Nuuanu  Street, 
Honolulu,  was  purchased  and  a  school  building  was  erected.  Thus 
began  the  present  Japanese  Central  Institute  of  Honolulu,  which 
now  enrolls  over  700  pupils,  and  which  was  the  first  of  that  chain 
of  Japanese  schools  now  encircling  the  islands. 

As  founded  the  school  was  frankly  Christian  in  its  purpose  and 
influence,  but  when  the  school  was  moved  to  its  permanent  quarters, 
foreseeing  that  it  might  give  the  Buddhists  a  pretext  for  starting  a 
school  for  the  promotion  of  their  own  faith,  it  was  separated  from 
all  religious  connections.  A  committee  of  40,  with  Consul  General 
Saito  as  its  chairman,  was  placed  in  charge  of  the  school  which 
soon  came  to  be  a  center  for  community  work  among  the  Japanese. 
Other  schools,  likewise  independent  of  religious  connections,  were 
soon  organized  in  the  other  islands.  A  campaign  was  launched  to 
interest  the  Japanese  Government  in  the  project  and  to  secure  from 
it  financial  support  for  these  "independent"  schools,  but  the  attempt 
was  unsuccessful. 


ACTIVITIES    OF    BUDDHIST    SECTS. 

Of  the  12  principal  sects  into  which  Buddhism  in  Japan  is  divided, 
5  ar^  represented  in  Hawaii:  The  Shingon,  Nichiren,  Sodo,  Jodo, 
and  the  Shin-Shu,  more  popularly  known  as  the  Hongwanji.  Each 
of  these  sects,  differing  from  one  another  only  in  points  which  are 
highly  technical  and  metaphysical,  has  not  only  erected  temples  for 
worship  in  the  islands  but  also  has,  except  for  the  first  two  sects, 
followed  with  the  establishment  of  schools  for  the  purpose,  it  is 
announced,  of  enabling  children  of  Japanese  parents  to  acquire  the 
Japanese  language. 

The  Shingon  sect  built  its  first  temple  in  the  islands  in  1914, 
incorporating  it  in  1918.  The  sect  now  has  18  temples,  situated  at 
various  points  in  the  islands.  It  publishes  a  monthly  periodical 
called  ''The  Henjo,"  which  reports  the  activities  of  the  different 
temples  in  Hawaii.  The  sect  has  established  no  schools,  organiza- 
tions, or  other  activities,  as  have  most  of  the  other  Buddhist  groups. 
Its  home  temple  is  at  Koyasan,  Japan. 

The  Nichiren  sect  was  first  represented  in  the  islands  in  1900. 
The  first  church  established  by  this  sect  was  erected  in  1902  at 
Pahala,  Island  of  Hawaii.  Then  followed,  in  1911,  a  temple  at 
Honolulu.  Another  temple  has  recently  been  completed,  situated 
also  in  Honolulu.  At  present  the  Nichiren  mission  supervises, 
besides  the  central  temple  at  Honolulu,  two  temples,  at  Wailuku, 
Maui,  and  at  Pahala,  Hawaii.  Each  temple  has  two  organizations: 
''The  Society  for  the  Study  of  Nichiren  Principles"  and  "The 
Branch  of  Muragumo  Women's  Association"  (of  Japan).  Like  the 
Shingon  sect,  it  has  founded  no  schools. 

The  Sodo  sect  began  its  work  in  the  islands  in  1903.  In  1912  the 
sect  in  Japan  sent  H.  Isobe  to  the  islands  m  the  capacity  of  director 
and  superintendent  of  the  Sodo  mission.  Since  then  the  activities 
of  the  mission  have  spread  to  Kauai,  Maui,  Hawaii,  and  rm-ed  Oahu. 
In  1914  a  women's  educational  department  was  organized  which  is 
centering  its  efforts  on  the  education  of  girls.  There  are  now  seven 
stations  in  the  islands,  besides  the  central  temple  at  Honolulu,  and 
three  schools  with  aii  aggregate  enrollment  in  excess  of  600  pupils. 

The  Jodo  sect,  in  the  islands,  is  second  only  to  the  Hongwanji  in 
importance.  Its  activities  in  Hawaii  began  in  1894,  when  two  priests 
from  the  Tokyo  board  of  the  Jodo  mission  arrived.  In  1899,  as  a 
result  of  a  conference  of  the  leaders  of  the  sect  in  Japan,  Hawaii, 
together  with  Korea  and  Formosa,  became  the  mission  field  of  the 
sect.  At  first  the  mission's  activities  in  the  islands  were  confined  to 
the  Island  of  Hawaii,  where  temples  were  built  and  educational  and 
religious  work  carried  on.  In  1900  a  mission  in  Honolulu  was  opened 
upon  what  is  now  the  site  of  the  head  temple.     In  1909  missionary 


THE  FOREIGN  LANGUAGE  SCHOOLS.  Ill 

activity  was  begun  on  Maui  and  on  Kauai.  Twenty-one  temples 
have  been  erected  in  the  islands  and  a  complete  system  established 
for  intercommunication  among  these  and  with  the  main  temple  at 
Honolulu.  Each  temple  has  an  organization  called  ''Myojo,"  com- 
prising four  divisions  of  activity:  Adult  men,  young  men,  women, 
and  children.  In  1911  the  mission  established  the  Hawaii  Girls' 
School  and  began  the  publication  of  a  monthly  paper  devoted  to 
Jodo  propaganda.  The  schools  established  by  this  sect  now  number 
18,  having  an  aggregate  enrollment  of  approximately  1,600  pupils. 
In  this  work  the  mission  seems  to  have  fixed  its  attention  on  the 
education  of  girls. 

THE    HONG  WAN JI    SECT   AND   ITS    ACTIVITIES. 

The  Nishi  Hongwanji  is  by  far  the  strongest  Buddhist  sect  in  the 
islands,  as  it  is  in  Japan,  embracing  about  75,000  members  of  the 
island  population.  This  sect  in  Japan  is  controlled  by  a  cabinet 
formed  of  high  priests  at  whose  head  stands  the  ''Hoss/'  or  chief 
priest.  The  Hoss  is  held  in  very  high  esteem  by  members  of  the 
sect,  who  honor  him  as  they  would  a  living  Buddha.  The  Hoss  is 
represented  in  the  islands  by  a  ^^Kantoku"  (Bishop  Imamura) ,  who 
has  absolute  authority  over  the  priests  and  teachers  of  the  sect  as 
well  f}js,  over  its  members,  controlling  the  whole  body,  according  to  a 
Japanese  authority,  ''as  easily  as  one  moves  his  fingers.^' 

The  first  disciples  sent  from  Japan  by  the  Home  Temple  of  the 
Hongwanji  Buddhists  arrived  in  Hawaii  in  1897.  At  the  time  of 
their  arrival  there  was  a  small  preaching  station  at  Honolulu  and  one 
at  Hilo.  The  work  at  these  points  had  been  carried  on  for  some  nine 
years  prior  to  this  time,  though  it  had  never  been  recognized  by  the 
Home  Temple  in  Japan.  These  emissaries  sent  back  a  favorable 
report  on  conditions,  accompanied  oy  a  request  from  the  interested 
Japanese  of  Honolulu  and  Hilo  asking  that  the  field  be  recognized  as 
a  part  of  the  Hongwanji  mission  of  the  home  country.  Accordingly, 
in  1898,  a  bishop  to  Hawaii  was  appointed,  who,  a  year  later,  was 
succeeded  by  the  present  bishop.  Bishop  Imamura. 

Since  this  time,  under  his  active  leadership,  the  sect  has  made  a 
remarkable  growth  m  the  islands.  According  to  reports  filed  with 
the  commission,  there  are  now  in  the  islands,  operatmg  mider  the 
auspices  of  the  Hongwanji  mission,  the  following  activities: 

60  churches  and  substations,  besides  the  main  temple  at  Honolulu,  completed 
in  1918  at  a  cost  oi  §100,000. 

About  30  Young  Men's  Buddhist  Associations,  \\TLth  an  estimated  membership 
of  1,100. 

40  women's  Buddhist  Associations,  having  an  estimated  membership  of  4,500. 

33  Sunday  schools,  enrolling  about  4,000  children. 

42  Japanese  language  schools,  having  155  .teachers  and  an  enrollment  of  7,100 
children. 


The  Higashi  branch  of  the  Hongwanji  sect  is  now  very  inactive 
in  the  islands.  About  20  years  ago  a  priest  of  this  branch  came  to 
Waimea,  Kauai,  and  estabHshed  a  mission.  Thi'ee  years  lat^r  a 
second  mission  was  opened,  also  on  the  Island  of  Kauai.  In  191G 
the  head  temple  was  erected  at  Honolulu.  There  are  now  in  the 
islands  only  4  priests  of  this  branch  of  the  Hongwanji.  Tlie  sect 
maintains  one  language  school  of  2  teachers  and  232  pupils,  situated 
at  Waimea,  Kauai. 

NUMBER    AND    CLASSIFICATION    OF    LANGUAGE    SCHOOLS. 

In  addition  to  the  schools  organized  by  Christian  and  Buddhist 
sects,  there  are  a  number  of  schools  which  have  yielded  to  the  advice 
given  by  the  more  progressive  Japanese  leaders  and  have  dissociated 
themselves  from  religious  connections  and  affiliations  actually  in  a 
number  of  instances;  in  name  only  m  a  number  of  other  cases.  To 
what  degree  each  is  actually  independent  in  fact,  and  to  what  degree 
each  is  still  responsive  to  religious  ini&uence  is  conjectural. 

Other  national  groups  besides  the  Japanese  have  organized  schools 
for  the  purpose  of  teaching  their  native  languages.  Thus,  in  response 
to  the  quickening  of  the  Korean  nationalistic  spirit,  some  10  schools, 
enrolling  about  800  children,  have  been  established  in  the  islands  for 
the  teachmg  of  the  Korean  language.  The  Chinese  also  have  about 
12  schools,  with  an  approximate  enrollment  of  1,150  children.  In 
addition,  there  are  numerous  groups  of  Chinese  children  about  the 
islands  meeting  at  homes  for  the  purpose  of  studying  the  Chinese 
language.  The  schools  are  organized  and  conducted  much  as  are 
the  Japanese  schools,  except  that  they  are  without  religious  affilia- 
tions or  connections. 

The  following  table  shows  the  number  of  foreign-language  schools 
and  their  status  respecting  religious  affiliations,  as  nearly  as  the  com- 
mission was  able  to  determine: 

Number  of  foreign  language  schools,  their  enrollment  and  teachers,  and  their  religious 

connections. 


Religion. 


Japanese: 

Christian 

Buddhist: 

Sodosect 

Jodo  sect 

Hon£;wan.ii  sect 

Independent  i 

Korean  schools  (independent) . 
Chinese  schools  (independent) . 


Total. 


Number  of 
schools. 


185 


Number  of 
teachers. 


Some  of  these  are  not  Independent  in  fact. 


7 

51 

155 

213 

12 


Approximate 
enrollment. 


.     507 

600 

1,600 

7,100 

10,389 

SfX) 
1.150 


22, 146 


BUREAU    OF    EDUCATION. 


BULLETIN.    1920,     NO.    15      PLATE    5. 


^    f  f   T'   •' 


ATHLETIC    TEAM— MID-PACIFIC    INSTITUTE. 


C     INSTITUTE. 


BUREAU    OF    EDUCATION. 


BULLETIN,    1920,    NO.    15      PLATE    6. 


STUDENT    TYPES— MID-PACIFIC     INSTITUTE. 


rPn 


0.^^^  f^^ 


Q.  e 


W#    # 


!»     W 


! 


STUDENT    TYPES— MID-PACIFIC     INSTITUTE. 


BUREAU    OF    EDUCATION. 


BULLETIN,    1920,    NO.    16      PLATE    7. 


LOWER    CAMPUS— PUNAHOU    SCHOOL. 


LR     FIELD— PUNAHOU     SCHOOL. 


THE  FOREIGN  LANGUAGE   SCHOOLS.  113 

2.  ORGANIZATION,  SUPPORT  AND  ADMINISTRATION  OF  THE 
JAPANESE  SCHOOLS. 

SUPPORT    OF   THE    SCHOOLS. 

In  general  the  Japanese  language  schools  are  supported  by  tuition 
fees  paid  by  the  parents  of  children  who  attend,  by  subscriptions 
made  by  mterested  Japanese,  and  by  the  corporations  owning  and 
operating  the  pkntations.  In  most  instances  the  land  on  which 
the  schools  and  tempies  are  erected  is  plantation  land  leased  for  the 
purpose  without  charge;  in  some  localities  where  land  is  not  con- 
trolled by  the  plantations,  sites  have  been  purchased  and  title 
secured.  In  a  nimiber  of  instances  the  organizers  of  the  school  or 
temple  provide  the  lumber  and  building  materials  and  the  plantation 
carpenters  erect  th«  buildings;  in  some  cases  both  materials  and 
labor  are  supplied  by  the  plantation  management.  The  plantations 
in  most  cases  also  contribute  definite  monthly  amounts  to  the  support 
of  these  activities;  in  some  cases  the  salary  of  the  entire  teaching 
force  is  assumed  by  the  plantation.  Formerly  the  Hawaiian  Sugar 
Planters'  Association  turned  over  to  the  Japanese  consul  considerable 
sums  to  be  used  by  him  in  assisting  such  work,  together  with  other 
weKare  activities  among  his  people,  but  the  association  discontinued 
this  practice  some  years  ago. 

Without  doubt  the  planters  contribute  to  the  support  of  these 
schools  in  order  that  their  employees  may  be  better  satisfied  with 
plantation  conditions.  It  is  but  a  phase  of  the  movement,  now 
setting  in  strongly,  to  provide  better  housing,  health,  recreational, 
and  educational  advantages  for  workers,  and  the  motive  back  of  it 
calls  for  commendation  rather  than  condemnation. 

For  the  convenience  of  the  children  the  buildings  are  usually  very 
near  the  public  schools.  In  structure  they  compare  favorably  with 
the  buildings  erected  by  the  Territorial  Department  of  Public  Instruc- 
tion, though  they  are  not  so  weU  equipped.  The  desks  in  most 
schools,  for  example,  are  rough,  home-made  benches,  while  the  rooms 
themselves  are  bare  and  unattractive  in  appearance.  Frequently 
the  head  teacher  and  his  family  live  in  one  portion  of  the  building. 
The  grounds  are  usually  ample  for  play  activities,  quite  as  ample, 
indeed,  as  are  those  belonging  to  the  public  schools. 

Most  of  the  schools  are  of  elementary  grade,  though  a  few  kinder- 
gartens have  been  organized,  and  in  11  schools  work  corresponding 
to  that  of  the  public  high  school  is  attempted.  In  aU  cases  the 
teachei's  of  the  schools  are  brought  from  Japan,  none  being  Hawaiian- 
born  or  educated.  Most  of  these  are  certificated  teachers  in  their 
home  country,  many  having  taught  in  the  public  schools  of  Japan. 
A  number  of  the  teachers,  particularly  those  of  the  Hongwanji  sect, 
are  priests  and  conduct  the  temple  rites  and  ceremonies. 


While,  doubtlesS;  many  teachers  are  brought  from  Japan  rather 
than  procured  from  among  Hawaiian-bom  Japanese  because  it  is 
sincerely  believed  that  they  speak  a  purer  Japanese,  nevertheless 
some,  at  least,  share  the  opinion  franld}^  expressed  recently  before 
the  Japanese  Educational  Association  of  Maui  by  Mr.  Obata  Shusan, 
formerly  head  priest  of  the  Jodo  Shu  Mission  at  Puxmene,  Maui,  and 
principal  of  the  Mitsuka  Girls'  School.  In  characterizing  the  type 
of  instructor  which  he  thought  the  language  schools  needed  he  said : 

Any  man  who  is  to  teach  Japanese  language  schools  should  not  be  a  man  with 
democratic  ideas.  The  language  school  is  not  a  place  for  a  man  with  strong  demo- 
cratic ideas.    A  man  of  strong  Japanese  ideas  should  be  ita  teacher. 

The  teachers  themselves  are  paid  a  modest  salar}^,  ranging  from 
$30  to  S50  per  month.  This  is  often  supplemented,  however,  by 
amounts  received  for  the  performance  of  temple  services.  At  the 
last  annual  meeting  of  the  Japanese  Educational  Association  the 
following  resolution  was  adopted « 

We,  the  teachers,  feeling  the  pressure  of  high  cost  of  living,  due  to  the  unusual  high 
price  of  commodities,  and  seeing  th^t  we  are  unable  tx)  •••uarantee  safe  living  or  maintain 
proper  dignity  with  very  limited  income  compared  with  that  of  others,  do  hereby 
resolve  to  demand  of  the  administrative  authorities  of  the  respective  ^fschools  an 
increase  of  over  30  per  cent  of  our  present  salaries. 

SCHOOL    SESSIONS. 

A  good  deal  of  variation  in  the  daily  session  is  to  be  found  among 
the  schools.  Most  schools  have  either  a  two  or  three  hour  session,  an 
hour  or  an  hour  and  a  half  before  the  public  school  opens  and  the 
same  after  it  closes  in  the  afternoon.  In  a  few  schools,  however, 
it  is  reported  that  children  assemble  as  early  as  6  a.  m.  for  a  two  and 
a  half  hour  morning  session  before  the  public  school  opens.  In  some 
instances  the  older  children  attend  in  the  morning,  the  younger  in 
the  afternoon.  In  other  instances  aU  attend  both  sessions.  In  still 
other  cases  children  attend  one  hour  in  the  morning  and  two  hours 
in  the  afternoon. 

Until  recently  the  Japanese  children  attended  their  schools  on 
Saturdays  and  the  year  around  as  well,  except  for  a  two  weeks' 
vacation  in  the  summer.  Now,  however,  a  month  is  allowed  during 
the  summer  and  no  attendance  required  on  Saturdays.  Other 
vacations  also  correspond  more  closely  to  those  granted  by  the 
public  school. 

THE    JAPANESE    EDUCATIONAL   ASSOCIATION. 

The  affairs  of  the  Japanese  language  schools  are  nominally  con- 
trolled b}^  the  Japanese  Educational  Association,  which  was  organized 
in  1914.  This  association  is  essentially  a  teachers'  association,  a 
stipulation  being  that  ''only  the  teachers  or  those  who  are  actually 
teaching  in  Japanese  language  schools  are  eligible  for  membership." 


J 


THE  FOKEIGN  LANGUAGE   SCHOOLS.  115 

At  the  first  meeting  of  the  association  an  effort  was  made  to  include 
persons  who  are  interested  in  the  work  of  Japanese  schools  other  than 
the  teachers,  but  this  suggestion  was  rejected.  The  meetings  of  the 
association,  therefore,  which  have  since  been  held  at  stated  times,  have 
had  no  representation  from  those  outside  the  teaching  corps. 

Branch  associations  have  been  formed  in  each  of  the  islands: 
Two  on  Kauai,  one  on  Oahu,  three  on  Hawaii,  and  one  on  Maui. 
A  standing  committee  of  four  cares  for  the  interests  of  the  association 
between  conferences.  Upon  the  convening  of  the  annual  conference, 
the  delegates  from  the  branch  associations  by  ballot  elect  three  ofR- 
cers  of  the  conference — chairman,  vice  chairman,  and  secretary. 

The  association  looks  out  for  the  interests  of  the  schools  and  the 
teachers ;  it  recommends  and  suggests  reforms ;  but  it  has  no  authority 
to  do  more  than  recommend  policies  and  changes.'  Indeed,  the 
association  has  so  far  found  it  very  difficult  to  outline  an  educational 
policy  which  will  command  the  support  of  the  Hongwanji,  the  Jodo, 
the  Independent,  and  the  Christian  groups. 

The  delegation  from  each  branch  association  to  the  general  associa- 
tion is  not  limited.  The  association  contributes  part  of  the  traveling 
expenses  of  the  delegates,  and  the  larger  the  balance  in  the  fund  the 
greater  the  number  of  delegates.  Usually  each  branch  association 
sends  two  or  three  representatives.  On  any  question,  however, 
when  branch  associations  feel  that  a  critical  matter  is  to  be  con- 
sidered, the  delegates  are  much  more  numerous.  The  1919  conference 
recently  held  in  Honolulu  was  considered  a  very  important  one,  both 
because  of  the  legislation  which  the  Territory  sought  to  adopt  respect- 
ing the  activities  of  the  Japanese  language  schools,  and  also  because 
of  the  fact  that  one  of  the  branch  associations  presented  a  resolution 
that  the  language  schools  be  divorced  from  all  religious  connections. 

Before  the  annual  conference  convenes,  each  branch  association 
adopts  a  list  of  suggested  resolutions.  This  list  is  forvrarded  to  the 
central  association  in  Honolulu.  These  proposed  resolutions  are 
then  printed  and  submitted  to  the  conference  where  each  is  gone  over 
word  for  word  and  adopted  or  rejected  by  formal  vote.  The  resolu- 
tions, in  the  form  finally  adopted,  express  the  ^^^sh  of  the  central 
association,  but  the  association  has  no  authority  or  power  to  compel 
either  the  branch  associations  or  the  language  schools  in  the  several 
islands  to  carry  the  adopted  resolutions  into  effect.  In  consequence, 
there  have  been  formulated  many  provisions  which  read  very  well 
to  those  who  are  examining  them,  but  which  are  found,  upon  inquiry, 
never  to  have  been  executed.  In  one  particular,  however,  the 
Japanese  Educational  Association  has  taken  a  significant  stop  and 
that  is  in  revising  the  textbooks  formerly  used  in  the  Japanese 
schools  and  adapting  them,  to  some  degree  at  least,  to  local  needs 
and  shaping  them  up  to  eliminate  the  criticism  to  which  they  have 
recently  been  subjected. 


3.  THE  CHARACTER  OF  THE  TEXTBOOKS  USED  IN  THE  JAPANESE 

SCHOOLS. 

THE   REVISION    OF   THE    JAPANESE    TEXTBOOKS. 

At  the  annual  conference  of  the  Japanese  Educational  Association 
in  1915  it  was  urged  by  the  Japanese  consul  and  some  of  the  pro- 
gressive Japanese  leaders  that  the  type  of  instruction  which  prevailed 
in  the  Japanese  language  schools  should  immediately  be  given  up 
and  that  the  textbooks  then  used,  which  were  compiled  under  the 
direction  of  the  Japanese  Government  and  which  were  intended  for 
the  training  of  Japanese  subjects,  should  be  revised.  It  was  urged 
that  the  content  of  these  Japanese  texts  was  written  from  the  im- 
perialistic standpoint,  and  that  the  use  of  such  texts  in  the  language 
schools  of  Hawaii,  even  though  not  with  the  pm-pose  of  teaching 
imperialistic  ideals  or  for  the  training  of  Japanese  citizenship,  would 
surely  invite  suspicion  and  give  rise  to  misunderstandings  on  the 
part  of  the  American  people,  and  that  in  consequence  the  books  should 
be  so  changed  as  to  make  them  more  adaptable  to  conditions  in  Hav/aii 
and  at  the  same  time  to  promote  thereby,  as  far  as  possible,  American 
citizenship. 

This  proposal  was  adopted  and  a  committee  was  appointed,  one 
Buddhist  and  one  Christian  being  among  the  number,  to  revise  the 
texts.  Prof.  Y.  Haga,  of  the  Tokyo  Imperial  University,  was 
invited  to  undertake  the  revision.  He  came  to  Honolulu  and  made  a 
study  of  conditions  among  the  islands,  remaining  here  some  three 
months.  He  was  assisted  in  his  work  by  Mr.  Tsunoda,  of  the 
Hongwanji  Buddhist  mission,  and  Mr.  K.  Kakehi,  then  secretary  of 
the  citizenship  campaign  committee  of  the  Territorial  Young  Men's 
Christian  Association,  now  secretary  of  the  Young  Men's  Christian 
Association  at  Nagasaki,  Japan.  These  gentlemen  were  also  assisted 
in  securing  material  by  a  committee  appointed  by  the  Japanese 
Educational  Association  of  Hawaii. 

The  fund  for  the  publication  of  the  textbooks  was  provided  by  the 
Prince  Fushimi  memorial  educational  committee.  Prince  Fushimi, 
on  his  return  to  Japan  from  a  visit  to  England,  stopped  at  Honolulu 
and  left  a  sum  of  money  for  the  purpose  of  helping  needy  Japanese 
children.  The  memorial  educational  committee  was  organized  to 
superintend  the  distribution  of  this  fund.  It  used  to  offer  prizes  to 
pupils  who  made  high  records  in  their  studies  in  the  several  language 
schools.  Recently  this  plan  was  given  up  and  the  income  employed 
in  educating  a  Hawaiian-born  young  man  at  an  American  college. 
For  a  time,  however,  a  portion  of  its  income  was  diverted  to  the 
publishing  of  the  textbooks,  as  already  indicated. 


THE   FOREIGN   LANGUAGE   SCHOOLS. 


117 


THE    TEXTBOOKS    AS    REVISED. 

Twelve  years  is  the  period  of  study  covered  by  the  Japanese  lan- 
guage schools.  This  period  is  broken  into  two  principal  divisions: 
The  lower  or  secondary  division  of  eight  years,  and  the  higher  or 
advanced,  of  four  years.  The  books  used  in  the  first  division  consist 
of  eight  readers  graded  in  difficulty;  six  are  primary  grade  books  and 
two  grammar  grade.  In  the  high  schools  under  the  control  of  the 
Hongwanji  mission  the  books  used  are  the  same  as  those  used  in  the 
high  schools  of  Japan,  these  not  having  been  revised  as  have  the 
books  employed  in  the  lower  division.  The  table  which  follows  gives 
the  com-ses  of  study  in  these  high  schools  and  the  textbooks  used:^ 

Course  of  study  offered  in  the  Japanese  high  schools  of  the  Hongwanji  Buddhists,  IJaivaiian 

Islands. O' 


Preparatory 
course. 

1 
First  year.      !     Second  year.          Third  year, 
i 

Fourth  year. 

Moral  Teaching. 
Etiquette  (girls). 

The  Middle 
School  Moral 
Precepts, 
Book  I. 

The  Middle 
School  Moral 
Precepts, 
Book  I. 

The   Middle 
School  Moral 
Precepts, 
Book  n. 

The  Middle 
School  Moral 
Precepts, 
Book  III. 

The  Middle 
School  Moral 
Precepts, 
Books  IV  and 

V. 

Readings. 

New  Middle 
School  Read- 
ers, Book  I. 

New  Middle 
School  Read- 
ers, Books  II 
and  III. 

New  Middle 
School  Read- 
ers, Books  IV 
and  v. 

New  Middle 
School  Read- 
ers, Books  VI 
and  VII. 

New  Middle 
School  Read- 
ers, Books 
Vnt  and  IX. 

Compositioa. 

Composition. 

Composition. 

Composition. 

Composition. 

Composition. 

Pemnansbip. 

Penmanship. 

Penmanship. 

Penmanship. 

Penmanship.     |  Penmanship. 

History  (oral). 

Historical 
stories. 

Japanese     An- 
cient Stories. 

Japanese  Medi- 
eval Stories. 

Japanese  Mod-  j  Japanese  Ci\-ili- 
em  History.    |      zation. 

Geography  (oral). 

Geography    of 
Japan. 

Geography    of 
Japan. 

j 

1             

i 

Translations. 

Eggleston's    A 
First  Book  in 
American 
History. 

Eggleston's   A 
First  Book  in 
American 
History. 

C.     F.     Dole's 
The    Young 
Citizen. 

L  a  f  c  a  d  i  0  j  Dr.  I.  Nitobe's 
Hearn'si      "Bushido" 
"Kokoro."      1      and  Five  Ap- 
peals to  Amer- 
ican   Patriot- 
ism. 

Gymnastics 

(boys). 
Music  (girls). & 

Gymnastics. 
Music. 

Gymnastics. 
Music. 

i  1 

Music                           Mnsin                       ' 

1 

o  Daily  lessons  cover  1  hour  and  20  minutes,  from  7  to  8.20  a.m. 

t>  Besides  for  girls  there  are  optional  courses  of  sewing,  etiquette,  handicrait,  and  Japanese  music. 


BOOKS    USED    IN    THE    LOWER    DIVISION. 

Each  of  the  first  six  of  the  eight  books  used  in  the  lower  division 
of  schools  is  made  up  by  taking  the  texts  used  in  the  Japanese  Gov- 
ernment schools,  omitting  certain  chapters  and  lessons  and  sub- 
stituting therefor  a  content  dealing  with  American  and  Hawaiian 
subjects  and  reprinting  the  remaining  chapters  as  they  occur  in  the 
Government  texts. 


»  A  translation  of  the  lesson  titles  of  these  books  will  be  found  in  the  appendix. 


Primary  Boole  No.  1  is  organized  from  Books  I  and  II  of  the  Japanese 
Government  texts.  This  book  consists  of  two  parts.  The  first  part 
(pp.  1-41)  is  essentially  a  primer,  containing  words,  short  phrases, 
and  illustrations.  On  the  first  page  is  the  word  ''hata,"  meaning 
flag,  with  a  picture  of  the  American  and  Japanese  flags  in  colors. 
On  the  second  page  are  four  characters  meaning  'Hako"  or  kite,  and 
'^koma"  or  top,  with  appropriate  illustrations.  The  children  are 
depicted  garbed  in  American  dress.  Part  2  comprises  24  chapters' 
or  lessons,  14  of  which  are  taken  from  the  Government  texts.  There 
are  no  distinctly  American  subjects  treated  in  this  book,  and  only 
one  Hawaiian  subject,  that  being  in  the  eighteenth  lesson,  which  is 
descriptive  of  the  papaia  and  guava  fruits  growing  plentifully  in  the 
islands. 

Primary  Boole  No.  2  consists  of  portions  of  Books  III  and  IV  of  the 
Japanese  Government  texts.  There  are  52  lessons  in  this  book,  34  of 
them  having  been  taken  from  the  Government  books.  One  only, 
No.  16,  entitled  '^Washington's  Honesty"  (the  cherry  tree  story), 
deals  with  an  American  subject.  Nine  treat  of  Hawaiian  topics. 
These  are  entitled,  respectively:  ''The  Mango,"  ''May  Day,"  "TLe 
Lizard,"  '^The  Mountain  Apple"  (Ohia),  "Our  Plantation,"  "The 
View  from  the  Mountain  "  (Punchbowl),  "The  Taro,"  "The  Man- 
eating  Shark,"  and  '^ Sugar  Cane." 

Lesson  No.  34,  entitled  "The  Tenchosetsu,"  meaning  the  Em- 
peror's bu^thday,  runs  as  follows : 

The  thirty-first  day  of  October  is  the  day  we  celebrate  the  Tenchosetsu.  The 
Tenchosetsu  means  the  day  on  which  our  Emperor  was  bom.  August  31  is  the  real 
day  on  which  our  Emperor  was  bom,  and  that  day  should  l)e  the  Tenchosetsu.  But 
October  31  has  been  set  as  the  day  on  which  we  should  celebrate.  On  this  day  every 
Japanese  in  Japan  or  in  any  foreign  country  celebrates  the  birthday.  There  is  no  place 
which  does  not  celebrate.  Is  it  not  glorious  to  see  the  flag  of  the  sun  shining  in  the 
light  of  the  dawn? 

Do  you  know  any  other  holiday?  In  Japan  New  Year's  Day  and  Kigensetsu  (the 
Accession  Day  of  first  Emperor  Jinmu)  are  the  most  important  holidays.  New  Year's 
Day  is  the  day  on  which  we  celebrate  the  coming  of  a  new  year.  The  Kigensetsu  is  the 
day  on  which  our  first  Emperor,  Jinmu,  acceded  to  the  throne. 

The  people  of  every,  nation  have  a  day  which  they  cannot  forget.  Such  a  day  is 
called  a  national  holiday.  In  America  Independence  Day,  Washington's  Birthday, 
and  Christmas  are  the  most  important  holidays.     (Translation.) 

Primary  Boole  No.  3  \s>  taken  from  Books  V  and  VI  of  the  Govern- 
ment reading  series.  It  comprises  54  lessons,  3  of  which  are  on  Ameri- 
can and  1 1  on  Hawaiian  topics.  The  lessons  on  American  topics  are 
entitled:  "Independence  Day,"  a  very  good  but  short  description  of 
the  war  with  England  and  the  declaring  of  independence,  "Arbor 
Day,"  and  "Washington."  Lessons  on  Hawaiian  topics  treat  of 
''The  Ulu"  (a  fruit),  "Kapiolani  Park,"  "The  Aquarium"  (at 
Honolulu),  "Sm-f-riding,"  "The  Hawaiian  Islands"  (chiefly  descrip- 
tive of  the  volcanoes),  "The  Kukui  Nut,"  "Honolulu"  (places  of 


THE   FOREIGN   LANGUAGE   SCHOOLS.  119 

interest  in  the  city),    '^A  Letter  from    Honolulu/'   '^Lei/'   '^ Pine- 
apples," and  ''The  Discovery  of  Fire"  (from  Hawaiian  folklore). 

A  number  of  the  lessons  deal  ^v^th  Japanese  mythology.  The 
second  lesson,  entitled  "The  Golden  Kite,"  is  characteristic.  A 
translation  follows: 

The  first  Emperor  of  Japan  is  called  Jinmu.  When  tliis  Emperor  was  on  an.  expedi- 
tion against  the  bad  people,  a  golden  kite,  coming  from  no  one  knows  where,  perched 
upon  the  tip  of  his  bow.  The  bad  people  could  not  open  their  eyes  in  that  dazzling 
bright  gleaming.  The  bad  people  were  afraid  of  that  light  and  ran  away.  The  Em- 
peror subdued  the  bad  people  of  the  whole  country,  and  then  he  held  the  accession 
ceremony.  That  day  falls  on  February  11th,  and  we  call  it  the  Kigensetsu  (the  anni- 
versary of  the  accession  of  the  Emperor  Jinmu)  and  every  year  we  celebrate  it.  (The 
Government  text  contains  a  longer  story  supplemented  by  the  myth  of  the  crow  that 
guided  Jinmu  on  his  journey  to  fight  his  enemies.) 

Primary  Book  No.  4  comprises  parts  of  Books  VII  and  VIII  of  the 
Government  series  and  contains  56  lessons.  Only  two  lessons  in  this 
book,  the  ninth  and  forty-fourth,  touch  on  matters  in  any  sense 
American.  The  first  describes  the  memorial  service  for  the  dead  in 
Hawaii  and  America,  comparing  it  with  the  Japanese  ceremonies  for 
departed  heroes,  and  the  great  Buddhist  festivals  of  Bon,  occurring  in 
July,  when  the  spirits  of  dead  ancestors  are  supposed  to  revisit  the 
earth.     The  second  is  a  brief  sketch  of  the  life  of  Franklin. 

Three  lessons  deal  with  Hawaiian  subjects:  ''Hawaii"  (a  descrip- 
tion of  the  islands,  with  a  map),  "Washington's  Birthday"  and  the 
"Mid-Pacific  Carnival,"  and  "The  Owl  Returns  a  Favor"  (a  Hawai- 
ian story) . 

A  number  of  the  lessons  consist  of  typical  Japanese  hero  stories. 
The  fortieth,  entitled  ' '  The  Forty-seven  Ronins, ' '  vv ill  illustrate .  The 
story,  which  is  based  on  historical  incident,  is  greatly  admired  by 
Japanese  because  it  exemplifies  loyalty  at  its  best.  As  the  story  runs, 
the  47  ronins  were  the  retainers  of  the  Lord  of  Ako,  who  was  sentenced 
to  commit  suicide  for  having  wounded  a  nobleman  by  the  name  of 
Kira;  who  insulted  Ako.  The  enormity  of  the  offense  was  the  greater 
because  it  had  been  committed  within  the  precincts  of  a  temple. 
This  band  of  men  resolved  to  avenge  the  death  of  their  master,  which 
they  did  somewhat  over  a  year  later.  They  killed  Kira  and  then 
calmly  awaited  the  sentence  of  seH-execution  (hara-kiri) .  This  they 
performed  and  were  buried  beside  their  master  in  Sengakuji,  a  Bud- 
dhist temple  in  Tokyo. 

The  lesson  begins  by  saying,  "The  story  which  every  Japanese 
never  gets  tired  of  hearing  again  and  again  is  the  story  of  the  47  ronins 
of  Ako."  And  it  ends  with  these  words,  "Every  person  in  Japan 
praises  the  loyalty  of  this  band  of  47  ronins.  But  because  they 
broke  the  law  of  the  country  the  ronins  were  sentenced  to  'hara-kiri' 
on  February  of  the  following  year.  The  youngest  of  the  ronins  was 
Chikara,  son  of  Yoshio.     He  was  16  years  of  age  at  that  time." 


120  A  SURVEY  OF  EDUCATION  IN   HAWAII. 

Another  type  of  story  contained  in  Book  No.  4,  also  based  on 
Japanese  history,  describes  an  episode  in  the  life  of  the  founder  of 
the  Jodo  sect  of  Buddhists.  This  is  No.  50  and  is  entitled  ^'Seishi- 
maru."  Seishimaru  was  the  boyhood  name  of  Genku  Jonin,  the 
founder  of  the  Jodo  sect.  One  day  his  father,  Uruma  Tokikuni,  a 
samurai  of  Mimasaka-no-kuni,  was  attacked  by  another  samurai, 
named  Akashi  Sadaakira,  with  a  band  of  his  followers.  Tokikuni 
was  all  alone  in  his  house  when  the  attack  was  made.  He  defended 
himself  single  handed  and  was  wounded  in  many  places.  Sadaakira, 
the  assailant,  was  suddenly  struck  by  an  arrow  which  came  from 
somewhere,  which  no  one  knew.     Immediately  he  died. 

Beside  the  deathbed  of  his  father,  Tokikuni,  Seishimaru  resolved  to 
avenge  his  father's  disgrace.  But  his  father  would  not  allow  it.  He 
pleaded  that  his  son  would  forget  the  incident  and  become  a  Budd- 
hist priest  and  serve  his  fellow  men.  Seishimaru  followed  the 
advice  of  his  father  and  became  a  great  priest,  who  was  called  later 
Genku  Jonin,  the  founder  of  Jodo  Shu. 

Primary  Book  No.  5  contains  lessons  from  Books  IX  and  X  of  the 
Japanese  Government  readers,  although  not  so  many  have  been  used 
as  in  the  preceding  books.  There  are  68  lessons,  comprising  three 
on  American  topics:  ''Mother's  Day,"  ''General  Grant"  (his  life  and 
trip  to  Japan  described),  and  "Thanksgiving  Day  and  the  Harvest 
Festival,"  The  latter  compares  the  Puritan's  Thanksgiving  with 
the  Japanese  Harvest  Festival,  said  to  be  the  same  thing.  Four 
lessons  deal  with  Hawaiian  topics.  These  are  entitled:  "Captain 
Cook"  (the  discovery  of  Hawaii),  "The  Great  King  Kamehameha," 
"Hawaiian  Correspondence,"  and  "Hawaii"  (a  poem  with  an 
English  translation).  The  sixty-seventh  lesson  consists  of  an 
account  of  George  Shima,  the  "Potato  King  of  California." 

Primary  Book  No,  6,  the  last  of  the  primary  series,  contains  some 
lessons  taken  from  Books  XI  and  XII  of  the  Japanese  series.  Nine 
deal  with  topics  American,  and  seven  treat  of  Hawaiian  topics.  The 
first  group  includes  the  following  titles:  "Columbus's  Discovery  of 
America,"  "Baseball  and  Football,"  "The  Pacific  Coast  of  the 
United  States'^  (2  lessons),  "Washington,"  "Lincoln,"  "America 
and  Havvaii"  (a  brief  account  of  Hawaii  from  the  missionary  period 
to  the  annexation  of  the  islands),  "The  Story  of  the  Declaration  of 
Independence,"  and  "The  Mixture  of  the  American  Race"  (an 
accoimt  of  the  mixture  of  the  nationalities  in  the  United  States). 
The  group  dealing  with  Hawaiian  subjects  comprises  the  following 
titles:  "The  Paradise  of  the  Pacific"  (Hawaii),  "Famous  Places  of 
Honolulu,"  "One  Year  in  Honolulu,"  "Japan  and  Hawaii"  (a  brief 
accoimt  of  Hawaii's  relationship  to  Japan),  "History  of  the  Coming 
of  the  Japanese  to  Hawaii,"  "Pearl  Harbor"  (a  description  of  the 
naval  station  at  Pearl  Harbor  and  the  fort  at  Diamond  Head),  and 
"Making  the  Camps  Beautiful"  (plantation  camps). 


THE   FOREIGN  LANGUAGE   SCHOOLS.  121 

The  first  lesson  in  the  book  comprises  the  famous  Japanese  Imperial 
Rescript  on  Education.  This  rescript  is  generally  regarded  as 
epitomizing  Japanese  morals.  It  is  read  with  ceremony  twice  every 
week  and  on  national  holidays  in  the  schools  of  Japan.  A  translation 
f oUows : 
Know  ye  oui-  subjects: 

Our  Imperial  Ancestors  ha  .'e  founded  our  Empire  on  a  basis  broad  and  everlasting 
and  have  deeply  and  firmly  implanted  virtue;  our  subjects  ever  united  in  loyalty 
and  filial  piety,  have  from  generation  to  generation  illustrated  the  beauty  thereof. 
This  is  the  glory  of  the  fundamental  character  of  our  Empire,  and  herein  also  lies  the 
source  of  our  education.  Ye,  our  subjects,  be  filial  to  your  parents,  affectionate  to 
your  brothers  and  sisters;  as  husband  and  wife  be  harmonious,  as  friends  true;  bear 
yourselves  in  modesty  and  modemtion;  extend  your  benevolence  to  all;  pursue 
learning  and  cultivate  arts,  and  thereby  develop  intellectual  faculties  and  perfect 
moral  powers;  furthermore  advance  public  good  and  promote  common  interests; 
al'vvays  respect  the  Constitution  and  observe  the  laws;  should  emergency  arise,  offer 
yourself  courageously  to  the  State,  and  thus  guard  and  maintain  the  propriety  of  our 
Imperial  Throne  coeval  with  Heaven  and  Earth.  So  shall  ye  be  not  only  our  good 
and  faithful  subjects,  but  render  illustrious  the  best  traditions  of  your  forefathers. 

The  way  here  set  forth  is  indeed  the  teaching  bequeathed  by  Our  Imperial  Ancestors, 
to  be  observed  alike  by  their  descendants  and  the  subjects,  infallible  for  all  ages  and 
true  in  all  places.  It  is  our  wish  to  lay  it  to  heart  in  all  reverence,  in  common  with 
you,  our  subjects,  that  we  may  all  thus  attain  to  the  same  virtue. 

The  30th  day  of  the  10th  month  of  the  23rd  year  of  Meiji  Era  (1890). 
(Impeiial  Sign  Manual.    Privy  Seal.) 

The  last  lesson  in  the  book  is  likewise  interesting,  for  it  consists  of 
an  injunction  to  maintain  good  citizenship,  written  for  Hawaiian- 
born  Japanese  children,  who  are  addressed  as  ^ future  American 
Citizens."     A  translation  reads  as  follows: 

Your  forefathers  left  the  far  fatherland  and  came  to  Hawaii.  The  majority  of  you 
were  bom  in  Hawaii  and  have  received  your  education  in  the  public  schools  of  the 
Territory  and  have  been  granted  the  birthright  of  American  citizenship.  The  greater 
part  of  you  will  not  fail  to  become  American  citizens  and  you  must  stand  in  the  world 
as  good  citizens.  Now,  your  forefathers  belonged  to  the  land  of  Japan;  at  the  same 
time  they  desire  that  which  you  are  doing  in  the  world. 

Among  the  American  citizens  are  those  whose  forefathers  have  either  come  from 
England,  or  from  Germany,  or  from  France.  Besides,  there  are  those  who  came  from 
Eussia,  Spain,  Italy,  and  Portugal.  Moreover,  there  are  Chinese,  black  people,  and 
mixed  breeds.  All  are  enjoying  equality  under  the  Stars  and  Stripes.  Further,  at 
your  school  there  are  children  of  ever\^  nationality  studying  together  as  friends.  It 
is  desirable  that  your  school  should  excel  other  schools  on  all  points,  and  you  should 
desire  that  your  school  should  be  better  than  other  schools.  As  future  American 
citizens,  you  should  resolve  to  exert  yourselves  in  the  country's  cause  and  for  its 
development.  The  prosperity  or  decline  of  the  country  depends  upon  the  people 
of  the  nation.  You  should  resolve  to  stand  for  justice,  fair  and  impartial;  you  should 
be  good  citizens  of  the  country. 

Since  the  beginning  of  the  nation's  history,  the  forefathers  of  the  land  of  Japan  have 
shown  distinct  character.  You  have  learned  many  historical  stories  and  you  know 
the  real  development  of  the  land  of  Japan.  When  you  stand  with  other  races  in  com- 
petition, you  must  not  lose  self-confidence,  the  essential  traits  of  the  Japanese  i-ace, 
and  the  conviction  that  you  are  the  excelled  descendants  of  the  nation  of  Japan. 


122  A  SURVEY  OF  EDUCATION  IN  HAW  AH. 

Do  not  forget  the  strong  points  of  the  Japanese  nation;  preserve  the  good  traits;  and 
80  conduct  yourselves  that  you  be  esteemed  by  all  races  in  America.  Future  American 
citizens,  do  not  bring  a  stain  upon  the  name  of  the  fatherland  and  do  not  disgrace 
your  ancestor's  name. 

Grammar  Grade  Book  No.  1  consists  of  78  lessons,  none  of  which 
deals  with  distinctively  American  subjects;  nine,  however,  relate  to 
Hawaiian  topics.  A  translation  of  the  lesson  titles  will  serve  to  show 
pretty  clearly  the  nature  of  the  contents  of  this  book.     This  follows : 

1.  Introduction  to  Japanese  Geography.     (Illustrated  with  a  map.) 

2.  The  Age  of  Gods.     (The  period  preceding  the  accession  of  the  first  Emperor 

Jinmu.    The  lesson  attempts  to  fix  the  origin  of  Japanese  Empire.) 

3.  Prehistoric  Japanese.     (Characteristics.) 

4.  The  House. 

5.  The  Accession  of  Jinmu  Tenno  (first  Emperor). 

6.  To-day.     (Inverse.     English  translation  is  given.) 

7.  The  Caravan.     (Thestory  of  Ali  and  Hassen.) 

8.  Yamatotakeru-no-mikoto.     (The  account  of  a  prehistoric  personage  who  did  so 

much  in  the  building  of  the  Japanese  Empire.) 

9.  Kansei  Provinces. 

10.  Same.     (Description  of  the  provinces  with  reaps.) 

11.  Letter  from  Hawaii. 

12.  The  Sky  of  the  Mid  Sea  Island. 

13.  The  Mountains  of  Hawaii. 

14.  Nakahama  Manjiro.     (Account  of  the  first  Japanese  who  came  to  Hawaii.) 

15.  The  Conquest  of  Korea  and  the  Introduction  of  Cultm'e  and  Industiy  into  Japan. 

16.  The  Introduction  of  Buddhism  and  the  Progress  of  Culture  and  Art. 

17.  Himalaya  and  Ganges. 

18.  Elephant  Hunting. 

19.  Tropical  Fruits. 

20.  The  People  of  Ruined  Nations. 

21.  The  Englishmen. 

22:  Commodore  Nelson.     (Battle  of  Trafalgar.) 

23.  The  Ship  Route.     (In  verse.) 

24.  The  Habitat  of  Different  Animals. 

25.  Courage. 

26.  On  the  Way  in  Uniform.     (Depicts  the  mobilization  of  the  army.     The  object  of 

the  lesson,  loyalty  to  the  country.) 

27.  Manufacture  of  Sugar. 

28.  The  Fishery  of  Hawaii.     (Tells  that  Japanese  control  it.) 

29.  Pineapple  and  Coffee  Industries  in  Hawaii.     (Tells  that  the  majority  of  the  inde- 

pendent pineapple  planters  and  90  per  cent  of  the  coffee  planters  are  Japanese.) 

30.  Filial  Piety. 

31.  Shiohara  Tasuke.     (Story  of  thrift.) 

32.  The  Renaissance  of  Taika. 

33.  Same. 

34.  Tales  of  Korea. 

35.  Forward.     (Inverse.) 

36.  The  Protecting  Eye  and  Arm  of  a  Nation.     (Story  of  Horatius.) 

37.  Julius  Caeear. 

38.  The  Age  of  Nara.     (Description  of  the  golden  age  of  Buddhism  in  Japan.) 

39.  Tsuba  Pro\ince8.     (Description  and  geography.) 


THE  FOREIGN  LA:N^GUAGE  SCHOOLS.  123 

40.  Same. 

41.  Sympathy. 

42.  Relative?. 

43.  Love  of  a  Mother.     (In  verse.) 

44.  Letter  of  Condolence  and  Answer. 

45.  The  Revival  of  the  Heian  Period. 

46.  Admonishes  a  Thief.  (Story  of  Fujiwara  Yasumasa,  the  great  Samurai  (^warrior) 
of  the  Middle  Ages.) 

47.  The  Way  of  Friends. 

48.  A  True  Friend.     (Story  of  Damon  and  Pythias.) 
40.  The  Central  Provinces. 

50.  Same. 

51.  A  Letter  to  Hawaii. 

52.  Rise  and  Decline  of  Genpei.     (Wars  of  Genji  and  Heiji.) 

53.  The  Battle  of  Taiken  Mon. 

54.  The  Great  Scholars.     (Pestalozzi,  Froebel.) 

55.  Bookkeeping. 

56.  Hawaiian- Japanese  Commerce. 

57.  The  Snow. 

58.  The  Kamakura  Shogunate. 

59.  The  Literature  of  the  Kamukura  Age. 

GO.  Knowledge  of  Certain  Things  Essential  in  Association  with  Other  Nationalities. 

61.  The  Similarity  of  the  Eastern  and  Western  Proverbs.     (English  translation  gi^-en.) 

62.  The  Kinki  Provinces. 

63.  Same. 

64.  Kaibiira  Eldken.     (Account  of  a  great  scholar  in  Chinese  classics.) 

65.  The  Capture  of  203  Metre  Hill,  Port  Arthur. 

66.  The  Imperial  Restoration  of  the  Kenmu  Era. 

67.  Imperial  Government  at  Yoshino. 

68.  The  Central  Provinces.     (Description.) 

69.  Lieutenant  Sakuma.  (Story  of  an  officer  who  died  with  the  torpedo  boat  which 
he  was  commanding. — Another  stor}^  which  attempts  to  portray  the  loyalty  to 
one's  country  even  in  peace  time.  The  torpedo  boat  sank  from  the  explosion, 
and  this  officer  had  died,  thinking  himself  responsible  for  having  sunk  the 
vessel.) 

70.  The  Torpedo  and  Subm-arine.  (Cites  the  great  development  of  the  submarine 
warfare  by  the  Germans.) 

>1.  Peter  the  Great. 

72.  The  Loyalty  of  a  Military  Horse. 

73.  The  Great  Wall.     (Account  of  the  Great  Chinese  Wall.) 

74.  The  Development  of  Printing. 

75.  Kant's  Carefulness  of  Little  Things. 

76.  The  Western  Hemisphere. 

77.  Same.- 

78.  Same. 

Grammar  Grade  Book  No.  2,  likewise,  consists  of  78  lessons,  none 
of  Avhicli,  however,  deals  v/ith  either  American  or  Hawaiian  topics. 
The  titles  of  these  lessons  follow: 

1.  The  Eastern  Hemisphere. 

2.  Same. 

3.  Same. 

4.  The  Ancient  Civilization  of  Egypt  and  Greece. 

5.  Alexander  the  Great. 

10140°— 20 9 


124  A   SUEVEY   OF   EDUCATIOiS'   IN   HAWAII. 

6.  The  Imperial  Rescript  of  j\[ciji  41st,  October  13th.    (Rescript  issued  immediately 

after  the  Russo-Japanese  War.  The  Emperor  orders:  In  this  age  of  inter- 
national relationship,  people  of  Japan  should  intermingle  with  other  nations, 
and  should  strive  to  receive  together  the  benefits  of  the  civilization.  Ye  should 
strive  to  develop  the  nation;  should  redouble  the  resources  of  the  land:  should 
unite  each  other,  high  and  low,  and  be  faithful,  diligent,  and  thrifty:  should 
respect  honesty;  should  be  loyal  to  the  tmditions  and  customs;  and  should  help 
each  other  in  the  cause  of  the  nation's  real  development.  '^  *  *  Ye  Si3ould 
follow  the  will  of  the  Emperor  and  the  traditional  teachings  of  the  nations  deeds 
and  records,  etc.) 

7.  The  Spirit  of  the  Samurai  of  Old  Japan. 

8.  The  Literature  and  Arts  of  the  Age  of  Muroraachi. 

9.  The  Feudal  Age. 

10.  The  Ashikaga  Government  and  International  Commerce,  Commerce  wiih  K'orea^. 

11 .  A  to  j  i  Kamon .     ( Ac  count  o  f  a  h  ero . ) 

12.  Be  Independent  and  Be  Seli-holpful. 

13.  The  Newspaper. 

14.  The  Provinces  of  Shikoku. 

15.  The  Four  Seasons.     (Inverse.) 

16.  The  Moonlight  Sonata.     (Biography  of  Beethoven.) 

17.  The  Plugging. 

18.  General  Gordon. 

19.  The  Profession. 

20.  The  Letter  of  Introduction. 

21.  Xobunaga  and  Ilideyoslii. 

22.  The  Shogunate  at  Yedo. 

23.  The  Culture  of  the  Yedo  Period.     (Introduction  of  Christianity.) 

24.  Date  Masamune.     (Biography  of  famous  feudal  lord.) 

25.  Courtesy. 

26.  Western  Stories.      (Columbus,  Newton,  Sir  Walter  Raleigh,  King  Coni-ad,  and 

Frederick  the  Great.) 

27.  The  Pro\inces  of  Kyushu. 

28.  Same. 

29.  The  Relationship  of  the  Earth  and  Man. 

30.  Water  and  Scenery. 

31.  The  Literature  of  the  Geni'oku  Period. 

32.  The  Revival  of  National  Culture. 

33.  Reading.  , 

34.  Isaac  Newton. 

35.  The  Invention  of  the  Airship. 

36.  Wireless  Telegraph  and  Wireless  Telephone. 

37.  Hokkaido  and  Saghalien. 

38.  Same. 

39.  Four  Saints.     (Buddha,  Confucius,  Socrates,  and  Christ.) 

40.  Same. 

41.  Love. 

42.  "Genjo.     (Account  of  the  founder  of  Jodoshu  sort  of  BiiddJii.sm.) 

43.  Justice. 

44.  TAvilight.     (In  A-erse.) 

45.  Queen  Victoria. 

46.  Yoshida  Shoin.     (Account  of  a  famous  scholar.) 

47.  The  Decline  of  the  Shogunate. 

48.  Citizens  of  a  Revived  Nation. 

49.  A  Letter. 

50.  The  Marriage  Application.     ('J'o  the  consulate  and  the  preiectural  oilice.) 


THE   FOEEIGIvT   LANGUAGE    SCHOOLS.  125 

51.  The  Restoration  and  the  Dawn  of  the  Meiji  l>ra. 

52.  Formosa. 

53.  ITamada  Yaheye.     (Account  of  a  famous  merchant.) 

54.  The  Mirror. 

55.  The  Promulgation  of  the  Constitution. 

56.  Prince  Hirobumi  Ito. 

57.  EthiesiJ.nd  Law. 

58.  The  Good  Citizens. 

59.  The  Two  Great  Wai-s  of  Meiji  Era. 

00.  On  the  Eve  of  the  Blockading  Expedition.     (Port  Arthur.) 
Gl.  Korea. 

62.  Same. 

63.  Meiji  and  Taisho  Eras. 

64.  The  Funeral  of  Meiji  Emperor. 

60.  National  Treasures  and  the  Ancient  Temples  and  Shrines. 

66.  The  Routes  of  the  World. 

67.  The  Custom  House. 

68.  The  Poem. 
60.  William  Pitt. 

70.  Manchuria  and  the  Kantung  Peninsula. 

71 .  Same. 

72.  Western  People's  View  of  Japanese. 

73.  ]>kiartin  Luther. 

74.  The  Water  Power,     fin  A'erse.) 

75.  Culture. 

7G.  President  William  McKinley. 

77.  Famous  Names. 

78.  Uuman  Beings  and  Nature. 

4.  THE  INFLUENCE  OF  FOREIGN  LANGUAGE  SCHOOLS. 

It  must  be  apparent  that  the  people  who  knov\'  most  of  the  actual 
influence  of  the  foreign  language  schools  on  the  children  vrho  attend 
are  the  teachers,  principals,  and  supervisors  of  the  public  school 
system,  ^\'ho  are  in  daily  contact  in  the  schoolroom  and  on  the  play- 
ground ^^ith  the  children  themselves,  and  who,  beyond  all  others, 
are  in  a  position  to  form  a  judgment  which  is  based  not  on  theory, 
speculation,  or  prejudice,  but  upon  fact.  Recognizing  this,  the 
commission  invited  every  member  of  the  public  school  corps  of  the 
Territory  to  express  himself  or  herself  on  this,  as  well  as  upon  any 
other  matters  affecting  vitall}'  the  work  vrhich  the  pubUc  school  is 
trying  to  do.  Brief  quotations  of  a  few  of  the  many  hundreds  of 
replies  received  vnll  indicate  clearly  the  almost  univei^al  opinion 
held  by  the  school  corps.  For  convenience,  these  quotations  are 
grouped  under  three  headings:  (a)  The  Effect  on  the  Health  of  the 
Children;  (b)  The  Influence  on  Progress  in  the  Public  School;  and 
{c)  The  Influence  on  Loyalty  to  America,  Before  proceeding,  to 
this,  however,  the  four  replies  most  favorable  to  the  language  schools 
are  given  in  full: 

"' '  These  schools  retard  the  teaching  of  English .  However,  the  English  of  the  Japanese 
pupils  is  better  than  that  of  the  Hawaiian  and  Portuguese  in  the  elementary  schools, 
although  I  admit  that  out  of  school  it  may  be  less  and  more  limited.     These  schools 


126  A  SURVEY  OF  EDUCATION  IN   HAWAII. 

are  not  as  unpatriotic  toward  America  as  some  would  have  us  believe.  Love  for  Japan 
comes  from  the  mother  and  father,  particularly  from  the  mother  if  she  be  a  'picture 
bride'  from  Japan,  knowing  nothing  of  Americanism.  She  trains  the  child  for  six  j 
years  before  the  schools  have  the  child.  The  Japanese  child  believes  that  he  can  love 
both  countries  as  he  does  his  father  and  mother,  and  will  tell  you  that.  This  status  of 
double  allegiance  would  be  put  to  a  test  if  the  countries  became  unfriendly.  The 
younger  generation  of  Japanese  educated  in  public  schools  would  favor  America,  I 
honestly  believe.  Unfortunately,  much  of  the  present  agitation  here  in  the  islands 
is  anti- Japanese.  Unfortunately,  too,  many  of  the  coast  teachers  have  a  personal 
dislike  for  the  orientals,  and  Hawaiians  also.  Some  of  these  teachers  improve  in 
their  attitude,  but  before  they  do  so  their  acts  and  remarks  have  done  no  less  harm 
than  the  Japanese  language  schools  are  charged  with  doing.  Many  white  teachers  will 
not  live  in  the  same  cottage  with  oriental  teachers,  and  many  will  never  speak  friendly 
to  the  oriental  teachers.  These  local  teachers,  with  limited  experiences,  feel  that  if 
that  is  Americanism  they  want  veiy  little  of  it.  Some  of  these  local  girls  will  tell  you 
that  they  hate  the  'haoles.'  " 

"The  religious  training  given  in  these  schools  is  worth  while.  The  moral  conduct 
and  discipline  of  the  Japanese  child  will  prove  that.  The  boys'  and  girls'  industrial 
schools  are  not  supported  by  Japanese  children,  although  the  Japanese  predominate 
in  the  island  schools. 

"Nevertheless,  I  feel  that  these  schools  should  be  closed  to  all  pupils  below  the  age 
of  14  to  15  years.  If  the  religious  training  be  giA-en  in  English,  allow  any  children  to 
attend  as  we  do  for  the  Catholics. 

"The general  conditions  of  the  buildings  and  equipment  are  not  the  best,  especially 
the  boarding  schools  with  their  crowded  and  insanitary  buildings. 

* '  It  would  not  at  all  be  impossible  to  have  the  Japanese  language  taught  in  the  public 
school  buildings  after  hours.     It  should  be  given  as  a  course  in  every  high  school. 

"There  is  a  Japanese  language  school  opposite  the School,  with  70  pupils. 

When  established  several  years  ago  the  trustees  made  a  formal  call  on  me  and  stated 
that  they  were  proud  that  their  native-bom  children  were  American  citizens  and  would 
do  everything  to  help  Americanize  them,  or  something  to  that  effect.  The  Japanese 
teacher  attended  my  school  for  a  week  and  we  have  been  on  the  most  friendly  terms, 
always  consulting  upon  matters  of  mutual  interest.  In  his  sitting  room,  are  two  large 
framed  pictures  of  Washington  and  Lincoln. 

"The  Japanese  children  appear  as  loyal  as  the  other  nationalities;  in  fact  bought 
more  liberally  of  War  Savings  Stamps  than  the  others.  The  Japanese  teacher  took 
the  lead  in  Liberty  Bond  and  War  Savings  Stamp  drives,  etc. 

"From  personal  observation,  I  judge  that  Japanese  language  schools  have  a 
tendency  to  cause  the  pupils  to  think  in  Japanese." 

"The  Japanese  language  schools  have  the  efiect  of  retarding  their  pupils  in  the 
public  schools  by  encouraging  them  to  think  and  speak  in  Japanese  rather  than  in 
English.  They  help  to  make  Japanese  the  easiest  language  of  communication  for  their 
pupils  to  theii'  disadvantage  in  the  use  of  English.        But  the  Japanese  language 

school  at is  a  force  for  good  in  the  community  and  deserves  a  large  amount 

of  praise.  It  serves  as  a  home  for  pupils  from  the  time  they  are  dismissed  from  the 
public  school  till  their  parents  arrive  home  from  the  field  labor,  both  fathers  and 
mothers  quite  generally  engaging  in  field  labor.  Without  something  to  take  its  place, 
we  should  have  the  idle  and  irresponsible  girl  and  boy  problem  to  face. 

"I  also  find  the  Japanese  school  to  be  a  potent  factor  in  discipline  outside  of  school 
hours,  in  providing  statistics,  and  in  other  educational  problems.  The  principal  of 
the  Japanese  school  and  I  cooperate  quite  fully,  and  I  receive  much  assistance  from 
him.  As  an  illustration,  most  pupils  coming  to  my  school  do  not  know  their  ages, 
parents'  names,  etc.     It  quite  frequently  happens  that  the  parents  themselves  do  not 


THE   FOREIGN  LANGUAGE   SCHOOLS.  127 

know  these  thinga.  But  the  Japanese  school  principal  has  a  way  of  getting  them,  and 
he  Trill  put  himself  to  an  unlimited  amount  of  trouble  to  do  so.  He  is  quite  as  obliging 
in  all  other  matters  pertaining  to  the  welfare  of  the  Japanese  pupils  in  my  school. 
His  advice  to  pupils  in  regard  to  habits  of  life  and  customs  annoying  to  Americans,  to 
moral  virtues,  etc.,  has  a  powerful  influence  which  it  would  be  hard  to  replace. 

"Japanese  language  schools  should  not  be  seriously  interfered  with  at  this  time, 
except  for  careful  supervision  to  make  sure  that  they  are  not  teaching  the  doctrine  of 
the  divine  right  of  kings  and  other  principles  contrary  to  the  A'ital  principles  of  Amer- 
icanism. A  sufficient  number  of  unquestionable  Americans  with  a  thorough  knowl- 
edge of  Japanese  should  be  employed  to  inspect  Japanese  schools  frequently  and  see 
to  it  that  they  are  in  perfect  harmony  with  our  institutions  and  traditions.  This  same 
principle  should  not  be  restricted  to  Japanese  schools  but  should  be  applied  to  all 
private  schools,  including  secular  schools.  The  Japanese  schools  are  doomed  to  elim- 
ination by  the  law  of  natural  selection.  As  the  English  language  becomes  the  easiest 
means  of  communication,  the  Japanese  language  will  give  way  as  mist  before  the  wind. 
Very  few  of  the  offspring  of  our  present  school  population  Avill  learn  two  languages, 
and  the  surviving  language  will  undoubtedly  be  English.  It  is  far  better  to  let  the 
Japanese  language  die  a  natural  death  than  to  cause  the  friction  necessary  in  killing  it." 

"Up  to  within  the  past  three  years  the  influence  of  the  Japanese  language  schools 
was  essentially  pro-Japanese,  and,  therefore,  ant i- American.  This  influence  per- 
meated from  and  through  the  national  cock-sure  idea  pregnant  in  Japanese  minds  that 
Japan  as  a  nation  and  a  world  power  could  easily  defeat  and  lick  America  in  case  of  a 
war  between  the  two  countries. 

"The  teachers  in  the  Japanese  schools,  imported  products  from  Japan,  naturally 
furthered  this  propaganda  by  availing  themselves  of  the  recognized  dual  <  itizenship 
authorized  by  the  Japanese  Government;  that  is,  they  advocated  the  acquisition 
of  American  ideas,  resources,  and  money  as  a  means  of  benefiting  the  .Japanese  Govern- 
ment in  gaining  supremacy  or  superiority  over  America, 

''The  majority  of  the  parents,  who  migrated  here  from  Japan,  were  also  subject  and 
susceptible  to  this  influence.  Therefore,  it  is  an  undisputed  fact  that  the  influence  of 
the  Japanese  language  schools  up  to  three  years  ago  was  a  menace  to  America, 

"But,  fortunately,  our  entrance  into  the  Great  War,  our  gigantic  resources  operat- 
ing during  the  same,  the  unity  and  patriotism  of  the  American  people,  the  enormous 
oversubscription  of  all  our  Liberty  Loans,  to  say  nothing  of  the  fighting  qualities  of 
our  boys,  demonstrated  in  the  trenches  in  Europe,  and  the  respect  shown  us  by  the 
whole  world  have  all  tended  to  explode  the  unfounded  pro-Japanese  influence  of  the 
Japanese  language  schools. 

' '  Evidently,  when  the  test  arose,  the  teachings  and  influence  of  the  American  schools 
predominated  and  the  American  citizens  of  Japanese  parents  were  as  anxious  to  prove 
their  American  patriotism  as  any  others.  Hundreds  joined  the  Army,  and  thousands 
of  dollars  were  invested  in  War  Savings  and  Liberty  Bonds.  The  school  cuniculum 
was  changed  considerably  along  American  lines.  The  American-born  children  de- 
manded and  exercised  theii-  bii'thright.  The  parents  underwent  a  very  perceptible 
mental  change  to  such  an  extent  that  within  four  or  five  years  hence  the  Japanese 
language  schools  will  become  obsolete. 

"In  conclusion,  I  state  with  confidence  that  the  present  influence  of  the  Japanese 
schools  is  more  favorable  toward  America  than  Japan." 

THE    EFFECT    ON    THE    HEALTH    OF   THE    CHILDREN. 

[  Comments  hi/  teachers.] 

"I  have  children  who  attend  the  foreign  language  schools  before  school  in  the 
morning  and  immediately  after  school  in  the  afternoon.  The  result  is  their  little 
minds  and  bodies  are  tired  out.     Our  school  work  suffers  in  consequence." 


128  A   SURVEY   OF   EDUCATION    IX    HAWAII. 

'"As  long  as  the  Japanese  schools  remain,  some  aiTangemejit  must  ]je  adopted  vv^hich 
will  prevent  children  fi'om  attending  the  Japanese  school  l>eiore  out  schuools,  which 
practice  causes  sleepiness,  and  mental  and  physical  fatigue  on  tlie  part  of  some  classes 
and  ages  of  Japanese  children." 

'•'I  consider  foreign  language  schools  one  of  the  greatest  hindrances  to  the  public 
school  system  of  the  Territory.  Children  come  to  our  schools  without  being  proj^erly 
fed,  and  their  restlessness  and  inattention  spoil  our  discipline.  Some  of  them  use  oiu' 
school  periods  as  a  resting  time  ])ecause  they  give  such  strict  attention  to  their  own 
schoolm.asters,  whom  they  nearly  worship.  Several  pupils  in  the  Icwer  grades  fall 
asleep  in  school  since  their  camp  and  school  are  so  far  apart  and  they  have  to  rise  so 
early." 

"I  feel  that  the  work  of  the  public  schools  is  partly  undone  ])y  the  Ja^panese  lan- 
guage schools.  Children  are  tii-ed  and  sleepy  before  2  o'clock,  owing  to  the  long  ses- 
sions in  school." 

"The  children  of  oriental  parentage  are  undernonrished.  Ivlany  of  them  eat  my 
lunch,  and  often  tlia,t  term  covers  a  bottle  of  soda  water  or  a  sack  of  peanut&,  or  possibly 
both.  Anything  done  to  help  relieve  this  situation  wonld  I'esuit  in  greater  efficiency 
in  the  school  work.     The  Portuguese  present  the  sajiie  problem,  but  to  a  lesser  degi'ee.'' 

"Abolish  the  Japanese  language  schools.  They  are  dirty  and  veiy  insanitary.  I 
am  teaching  in  one  now." 

"  I  do  not  think  the  children  are  physicaliy  eqxial  to  -doing  the  e.xtra  work  of  the 
Japanese  school  in  addition  to  the  English  ^ork.  Many  complain  of  headache  and  oi 
being  too  tired  to  study.  I  have  had  one  serious  case  of  breakdown  caused,  according 
to  a  physician,  from  too  much  studying.  This  little  girl  led  her  class  in  Engiish  and 
was  unusually  bright.  I  thought  she  was  overdoing  and  begged  her  patents  to  dis- 
continue the  Japanese  work,  bnt  they  refused.  Xo"\v'  she  is  iinal>le  "to  do  any  school 
work  whatever." 

"The  children  have  so  many  hours  of  school  work  that  it  makes  them  dull  and 
listless." 

"The  Japanese  scliool  in  this  village  takes  too  much  of  the  child's  time.  He  can 
not  attend  to  his  daily  bygiene,  home  reading,  or  home  study  in  English.  The  child's 
play  time  is  not  super\dsed  and  we  attend  to  frequent  scratches  and  cuts  when  the 
pupils  come  over  to  us  fi-om  the  Japanese  language  school.  The  influence  is  detil- 
mental  to  health,  to  the  English  language,  and  to  the  Americanization  of  the  children," 

"In  my  vicinity  children  rise  at  5  a.  m.  and  leave  home  at  6.  The  older  children 
attend  language  school  from  6.30  to  8.30  a.  m.;  the  yoimger  children  from  2.30  to  4.30 
p.  m.  The  result  is  the  children  are  tired  out,  the  home  work  and  study  required 
by  the  public  school  is  not  done,  and  more  attention  is  given  by  the  children  to  the 
Japanese  language  than  to  the  English." 

"The  childi-en  come  into  oiir  schools  tii-ed  and  often  hungry.  In  the  rural  districts 
many  of  these  children  live  miles  away  from  the  school.  It  is  not  uncommon  to  see 
these  little  tots  leave  theii*  Japanese  school  and  start  on  their  way  home  as  late  as 
5  p.  m.  Tired  and  without  rest,  these  little  children  are  forced  to  perform  this  same 
task  day  in  and  day  out. ' ' 

"The  Japanese  children  have  such  long  and  early  horn's  for  their  schools  that  they 
are  often  too  tired  to  keep  awake.  Owing  to  the  hours  for  school  and  the  distance 
which  must  l)e  traversed,  they  do  not  have  proper  food  in  the  morning." 

"On  inquiry  in  regard  to  the  ability  of  pupils  to  provide  their  lunches  we  found 
that  some  of  our  pupils  did  not  have  time  to  eat  in  the  mornings  1>ecause  they  were 
afraid  of  he'mg  late  for  the  6  a.  m.  session  of  the  Japanese  school.  Some  of  them  get 
up  at  4.30,  when  their  fathers  do,  and  by  the  time  we  get  them  tliey  are  very  tired. 


THE   FOREIG^^   LAXGUAGE   SCHOOLS.  129 

There  are  11  sleeping  in  one  of  the  rooms  at  the  Japanese  hoarding  school,  and  they 
leave  th^  lamps  biirning,  so  there  is  not  much  use  in  our  trying  to  teach  sanitation 
when  they  are  not  allowed  to  put  it  into  practice." 

''The  Japanese  language  schools  cause  mental  fatigue  to  the  pupils  by  keeping  them 
at  the  books  too  loug,  not  allowing  sufficient  time  for  physif:'al  exercise  or  sport. " 

"Children  (American  citizens)  of  Japanese  parentage  are  started  from  their  homes 
before  6  o'clock  in  the  morning  to  attend  then*  Japanese  schools  l>efore  commencing 
their  studies  in  the  public '  school,  only  to  return  to  the  Japanese  school  again,  it 
being  after  5  o'clock  before  many  of  these  children  return  to  their  homes. 

''A  particular  instance  frequently  comes  under  my  notice  when  I  give  a  ride  to  two 
such  children,  who  have  a  walk  of  4  miles,  and  it  is  close  upon  G  o'clock  in  the  evening 
wlien  I  pick  them  up  a  mile  or  two  from  their  homes.  Surely  such  long  hours  arc  not 
only  unnatural  Vjut  must  prove  very  detrimental  to  the  lives  and  brains  of  tliese,  our 
luluro  American  citizens." 

THE    INFLUENCE    ON    PROGRESS    IN    THE    PUBLIC    SCHOOL. 

{ Com  menls  by  teachers.] 

•'I  think  that  all  foreign-language  schools  should  be  a]x)lishe<l,  as  they  interfere 
with  the  teaching  in  our  public  schools.  The  Japanese  childj-eii  talk  the  Japanese 
language  at  all  times  in  the  school  yard  and  on  the  street.  The  other  children  of 
the  islands  show  very  plainly  the  effect  the  Japanese  language  has  on  them,  for  there 
are  ver\'  few  who  can  converse  in  any  other  than  "pidgin"  English.  The  Japanese 
schools  are  generally  built  next  door  to  the  pul)lic  schools,  and  as  soon  as  our  s<'hool 
has  l)een  dismissed  the  children  go  straight  to  the  Japanese  school." 

•'I  think  all  Japanese  schools  should  be  abolished,  as  the  cliildren  can  not  master 
two  languages  at  once.  All  Japanese  pupils  have  the  sing-song  liabit,  and  it  is  a  very 
hard  thing  to  overcome." 

"If  th-ese  Japanese  schools  are  allowed  to  continue,  our  American  schools  will  never 
improve  in  language  and  manners." 

"Foreign-language  schools  should  be  abolished.  I  liave  37  orientals  in  my  room, 
28  of  whom  also  attend* foreign  schools.  I  feel  sure  it  would  not  be  necessary  for  many 
of  them  to  repeat  the  work  if  they  were  not  compelled  to  attend  both  schools." 

"The  schools  will  "be  gi-eatly  improved  if  there  are  no  Japanese  schools.  Most  of 
ray  pupils  are  Japanese.  In  their  school  they  are  allowed  to  talk  out  loud,  and  when 
they  come  to  us  half  of  our  time  is  wasted  ti-^dng  to  make  them  quiet." 

"The  majority  of  my  pupils  have  non-English-speaking  parents.  Nearly  ev^ery 
one  attends  an  oriental  school  either  before  or  after  the  pul>lic  school,  and  therefore 
they  speak  the  language  they  hear  most,  which  makes  it  very  difficult  for  us  teachers. 
My  desire  is  that  these  language  schools  1:<e  abolished  or  else  the  time  spent  in  them 
be  much  lessened.'"     (Statement  by  a  Japanese  teacher  teaching  in  a  public  school.) 

' '  I  v.'ish  something  could  be  done  to  stop  the  Japanese  children  in from 

attending  the  Japanese  schools.  The  only  time  they  speak  the  English  language  is 
from  9  to  2  0  'clock  on  school  days.  If  this  could  be  carried  out,  it  would  be  a  great 
help  to  the  teachers  of School." 

"Ab'olish  the  Japanese  private  schools.  It  is  i)ractically  impossible  to  obtain  the 
original  reproduction  of  lessons  from  Japanese  pupils." 

"The  first  thing  I  would  recommend  for  the  improvement  of  our  schools  in  Hawaii 
is  to  do  away  w^ith  the  Japanese  schools.  They  hinder  the  children  in  their  develop- 
ment to  become  real  Americans  in  language,  customs,  and  wavs.     Tieing  a  first-grade 


130  A  SURVEY   OF   EDUCATION   IN   HAWAII. 

teacher,  I  have  a  very  difficult  time  in  making  the  Japanese  children  understand  me, 
especially  in  story  work.  Here  is  a  sample  of  the  English  which  we  get  from  little 
Japanese  children  of  the  fust  grade:  'Little  Red  Riding  Hood — oh!  Big  teeth  grand- 
mother eat  little  Red  Riding  Hood— oh!  Grandmother  big  eyes  see  little  Red  Riding 
Hood. '  This  really  makes  me  feel  and  think  that  due  to  these  Japanese  language 
schools  the  ears  of  the  class  will  become  so  accustomed  to  the  broken  language  that 
it  will  be  very  difficult  to  establish  the  correct  forms. ' ' 

"The  Japanese  children  are  very  ambitious  'children.  It  would  help  these  chil- 
dren a  great  deal,  and  also  America,  if  these  schools  were  abolished  in  Hawaii." 

"The  language  schools,  especially  the  Japanese  language  schools,  interfere  with  the 
work  of  the  public  schools  in  Hawaii.  Whenever  a  child  is  asked  a  question,  he 
answers  to  himself  in  Japanese  and  then  translates  it  into  English,  giving  his  answer. 
If  Japanese  is  essential  for  commercial  purposes,  let  it  be  taught  in  the  high  school. 
If  not,  I  favor  complete  abolition." 

"The  Japanese  language  schools  have  a  very  bad  influence  on  the  children.  We 
have  the  children  about  five  hours  a  day,  during  which  time  they  are  working  and 
tliinking  English.  During  the  rest  of  the  time,  which  they  spend  at  the  Japanese 
schools  and  in  their  homes,  they  are  Japanese." 

"The  idiomatic  forms  of  the  Japanese  language  are  used  in  English.  These  take 
years  to  eradicate,  if  they  are  finally  overcome.  The  methods  of  discipline  at  the 
Japanese  schools  are  lax,  which  is  true  also  of  methods  of  study.  Simultaneous  and 
loud  oral  study  permits  and  causes  poor  enunciation,  lack  of  concentration,  and  lack 
of  attention." 

"I  have  found  out,  in  my  experience  in  Hawaii,  that  if  any  school  work  is  to  suffer 
it  will  be  the  work  of  the  American  school.  The  children  try  enough — their  efiorta 
to  keep  up  the  work  of  both  schools  is  often  pitiful — but  the  Japanese  schoolmaster 
will  see  that  the  work  of  the  Japanese  school  comes  first. ' ' 

' '  The  Japanese  language  schools  have  a  very  bad  effect  on  the  English  of  the  chil- 
dren. The  pupils  are  punished  if  they  fail  to  learn  their  Japanese  lessons,  so  often 
study  them  at  our  schools.  They  talk  Japanese  at  home,  on  the  way  to  and  from 
school,  and  even  talk  Japanese  at  recess  time  unless  closely  supervised.  They  can 
not  learn  English  in  the  short  time  they  attend  our  schools.  The  younger  pupils,  v\^ho 
study  aloud  in  their  schools,  often  forget  and  do  the  same  in  our  schools." 

* '  Out  of  an  enrollment  of  341,  224  are  Japanese.  Last  year,  out  of  an  advanced  class 
of  36,  30  told  me  quite  frankly  that  they  spoke  no  English  from  the  time  they  left  the 
school  gate  until  the  time  they  returned  in  the  morning,  and  I  suppose  the  same  is  true 
of  nearly  the  whole  224." 

"Children  think  in  Japanese.  Whenever  they  can  not  muster  sufficient  English 
to  express  theh  thought,  it  is  suppressed.  To  a  stranger  it  gives  the  idea  of  stupidity, 
but  not  so,  as  I  have  tested  them  with  picture  interpretations.  Ours  is  not  a  pictm-e 
language." 

"Below  the  sixth  grade  oral  or  written  expression  is  a  struggle,  except  in  "pidgin" 
English.  With  a  very  few  exceptions,  children  have  all  been  born  in  Hawaii,  but 
never  is  the  English  language  spoken  from  choice.  When  we  realize  that  many  of 
these  children  leave  our  schools  without  a  mastery  of  the  language  in  which  our  laws 
and  literature  are  written,  we  m.ust  admit  that  there  is  room  for  improvement." 

THE    INFLUENCE    ON    LOYALTY   TO    AMERICA. 

[  Comments  bij  tfachera.] 

"It  is  pretty  hard  to  teach  American  ideals  to  a  child  who  does  his  thinking  in 
Japanese." 


THE  FOREIGN  LANGUAGE  SCHOOLS.  131 

"I  believe  that  the  language  schools  should  be  abolished.  Most  of  the  language 
schools  are  taught  by  non-English-speaking  teachers.  A  child  has  no  right  to  attend 
each  a  school  between  the  ages  of  6  and  15.  To  become  a  good  American  citizen  he 
needs  but  one  language — the  English  language." 

"As  one  who  speaks  Japanese  and  has  had  long  experience  in  teaching  orientals, 
I  wish  to  saj'  that  if  the  Japanese  schools  are  continued  we  shall  have  a  mongrel  citizen- 
ehip,  both  in  language  and  customs." 

"I  have  taught  seven  years  in  a  Japanese  school  and  have  a  knowledge  of  the 
language  and  of  their  course  of  study.  I  am  safe  in  saying  that  no  child  can  become 
a  good  American  citizen  so  long  as  he  is  taught  Americanism  in  another  language." 

' '  We  are  aiming  to  make  Americans  of  all  pupils  who  enter  our  school .  The  Japanese 
children  have  to  di\dde  their  time  between  the  Japanese  lessons  and  the  lessons  we 
teach.  They  can  scarcely  speak  English  or  understand  it,  and  their  parents,  with 
the  help  of  the  Japanese  schools,  force  these  children  to  be  loyal  to  the  Japanese 
Government  instead  of  to  the  American  Government.  I  have  tested  their  loyalty  by 
asldng  them  questions  pertaining  to  patriotism.  It  is  hard  to  teach  patriotism  to 
them  because  they  are  being  taught  at  home  and  in  the  Japanese  schools  to  be  loyal 
to  the  Japanese  Government  and  to  ignore  American  ideas,  patriotism,  and  language. 
The  abolishment  of  Japanese  schools  will  help  a  good  deal  in  Americanizing  the  chil- 
dren." 

"The  Japanese  schools,  under  cover  of  religious  instruction,  teach  the  children 
loyalty  to  their  Emperor  and  country.  The  Japanese  language  schools  must  go,  if  we 
are  to  teach  the  young  Japanese  to  become  Americans." 

"From  my  observation,  children  seem  to  be  more  interested  in  the  affairs  of  the 
Japanese  Empire  than  in  those  of  the  United  States.  Under  present  conditions  they 
will  never  really  become  Americans,  for  it  is  impossible  to  be  loyal  to  two  nations, 
and  at  present  Japan  is  the  most  important  from  their  standpoint.     The  Japanese 

school  at is  under  the  control  of  priests  whose  religion  opposes  the  making 

of  real  Americans. "  * 

"In  my  own  mind  I  am  absolutely  conAinced  that  the  Japanese  language  schools 
in  a  large  measure  counteract  all  I  aim  to  teach  in  patriotism  and  Americanization. 
It  has  been  a  frequent  occurrence  with  me  that  after  I  have  had  a  splendid  response 
from  the  class  to  my  teaching,  after  returning  from  the  Japanese  school  the  children 
have  told  me  that  their  teacher  thought  this  or  that  in  direct  contradiction  to  what  I 
had  previously  taught,  showing  that  the  matter  had  been  discussed  there.  The 
children  never  tell  me  now  what  their  teachers  say  or  think,  but  I  know  by  a  certain 
coldness  and  aloofness  when  this  happens." 

"The  Japanese  school  makes  the  children  exclusive.  They  associate  with  no  other 
children  out  of  our  school  hours  and  use  only  the  Japanese  language.  The  tendency  to 
herd  by  themselves  has  been  especially  marked  of  late.  They  do  not  even  attend 
moving  picture  shows,  except  those  given  by  Japanese  at  tliis  plantation." 

"In  my  oj^inion  the  Japanese  language  schools  are  detrimental  because  the  school 
is  used  by  the  'old  order'  of  Japanese  in  the  struggle  to  hold  the  younger  generation 
to  ideas  and  ideals  which,  if  not  anti-American,  are  un-American." 

"There  is  continually  an  undercurrent  of  antagonism  on  the  part  of  the  Japanese 
children  toward  America  and  things  American.  How  could  it  be  otherwise  with  these 
schools  at  our  A'ery  doors  running  in  competition  to  us? 

"One  can  see  such  antagonism  cropping  out  on  every  hand.  The  teacher  has  only 
to  mention  some  of  the  things  making  America  the  greatest  country  in  the  world  to 
see  a  quick  stiffening  of  the  children,  a  bright  hostile  gleam  of  the  eye,  and  the  un- 
spoken thought  that  Nippon  is  really  a  much  greater  land  than  the  United  States — or 
else,  what  is  still  worse,  an  utter  and  studied  indifference  to  everything  American. 


132  A  SURVEY   OF  EDUCATION   IN   HAWAII. 

'  I  rei^eat,  the  Japanese  scLlooIs  are  becoming  a  menace  that  will  liave  to  be  dealt 
AMth  in  the  very  near  future.  In  mnking  at  the  system  we  are  committing  the  double 
crime  of  undemiiniDg  our  own  dominant  hold  on  these  beautifid  islands  and  at  the 
s-iiiie  time  conni\ing  in  the  dividing  of  the  allegiance  of  the  children  wh^^  Avill  make 
ii]:>  the  bulk  of  its  future  citizens.  If  we  can  get  rid  of  these  foreign  schools — in  what- 
QVQY  language  conducted — ^we  can  probably  train  the  present  generation  in  right 
ideals  of  .American  citizenship.  If  we  let  the  problem  go  over  to  the  next  generation 
wo  \\dli  have  a,  double  menace  and  another  generation  of  hostile  feeling  behind  us. 

*'^Vhat  I  have  said  about  the  Japanese  language  schools  applies  with  equal  \dgor  to 
Chinese,  Korean,  or  any  other  foreign  language  Bchools.  They  must  all  go,  that  we 
may  not  be  accused  of  partiality.  But  the  Japanese  schools,  because  of  their  numbers 
and  }>Dwer,  because  of  the  chauvinistic  nature  of  their  teachings,  because  of  their 
efforts  to  keep  the  real  propaganda  in  the  dark,  justly  arouse  our  greatest  indignation 
and  suspicion.  It  is  a  lasting  insult  to  every  real  American  teacher  to  have  'lO  com- 
pete with  thijs  survival  of  medievalism  and  nationalism  ilaunt^d  under  our  very 
noses. 

"We  have  good  material  in  the  Japanese  children,  but  in  this  case  tXiey  certainly 
need  to  be  loosed  from  the  clutch  of  their  own  parents,  V/e  c^n  eventually  mold 
them  into  real  Americans  if  we  have  no  Japanese  competition." 

"These  schools  teach  theii'  pupils  to  be  loyal  to  the  Mikado.  '\Mien  talking  to 
other  children  in  the  public  schools  a  .Japanese  boy  or  girl  will,  9  times  out  of  10,  side 
with  the  Japanese  in  any  question  that  comes  up  between  Japan  and  the  United 
States ,  whether  it  affects  us  locally  or  not.     The  language  schools  should  be  abolished . ' ' 

"The  language  schools  teach  the  ideals  of  their  mother  country  under  the  false 
pretense  of  Americanism .  One  will  notice  aU  this  when  they  celebrate  their  Emperor's 
birthday.  The  Japanese  language  schools  should  be  eliminated  altogether,  if  we  ex- 
pect the  children  to  become  true  and  loyal  Americans." 

"The  Japanese  language  schools  teach  the  children  to  be  loyal  to  Japan  and  to 
respect  their  Emperor  more  than  the  President  of  the  United  States." 

"To  my  way  of  thinking  the  Japanese  language  schools  should  be  abolished.  Are 
they  teaching  their  children  to  be  American  citizens  when  they,  the  children,  are 
requu"ed  to  bow  before  a  picture  ot  the  Japanese  Emperor,  which  hangs  in  the  school- 
room?    This  happens  in  a  Japanese  school  in  our  district." 

"I  consider  the  Japanese  language  school  one  of  the  worst  drawbacks  we  encounter 
in  our  work  of  Americanizing  children  of  that  nationality.  I  find  that  of  our  total 
enrollment  of  1,735  children  1,286  do  not  speak  the  English  language  in  their  own 
homes. 

''The  task  of  Americajiization  is  a  difficult  one,  even  r.nder  the  most  favorable 
conditions.  It  is  made  doubly  difecuit  by  the  influence  of  the  Japanese  teachers, 
many  of  whom  do  not  speak  the  English  language,  nor  ha^e  they  the  "\dewpoint  of 
the  American  in  the  ideals  that  are  dearest  and  holiest  to  him — his  religion  and  his 
patriotism. 

**It  seems  to  me  that  if  we  Americans  have  learned  our  lesson  from  the  past  few 
years,  we  should  know  that  it  is  absolutely  wrong  that  any  great  number  of  people 
should  remain  un- Americanized  within  our  midst.  We  must  help  them  to  assimilate 
and  to  develop  a  true  love  and  respect  for  our  American  ideals  and  ideas.  This 
will  not  be  done  through  the  Japanese  language  schools.  WTiat  compatibility  is  th-ere 
between  Mikado  worship,  ancestor  worship  and  the  teaching  of  democracy?" 

''Ivly  observations  ha\'e  been  made  while  I  have  been  for  eight  ^v'ears  principal  of 
large  country  schools  on  the  island  of  Hawaii  and  while  I  have  been  employed,  during 
several  periods  of  vacation,  as  an  overseer  on  all  of  the  sugar-producing  islands. 


THE   FOREIGN   LANGUAGE    SCHOOLS.  133 

"The  Japanese  teacher  who  is  under  the  right  influeuce  ir.ay  appear  to  lean  tlie 
right  way,  but  the  older  ones,  whose  schools  are  a  part  of  the  Buddhist  mission,  are  in 
the  majority.  They  have  developed  and  teach  a  kind  of  divided  allegiance  theory, 
which  fits  a  child  to  be  an  American  for  the  time  being — a  Japanese  should  the  occasion 
arise. 

''An  example  of  how  this  theory  weakens  the  Americanism  instilled  in  the  Japanese 
children  hy  our  public  schools  will  be  cited.  X— — — ■  is  an  intelligent  Japanese  girl, 
typical  01  two  to  three  hundred  others  working  in  the  Honolulu  pineapple  canneries 
[during  the  summer  and  going  to  school  in  season.  .  She  has  just  finished  the  eighth 
grade  with  an  average  mark  in  her  studies  a  little  higher  than  her  companions.  She 
is  just  about  to  enter  McKinley  High  School.  Her  motlier  is  employed  as  a  servant 
in  a  Honolulu  home;  her  father  is  a  g-ardener;  her  sister  has  gi-aduated  from  the  busi- 
ness department  of  the  McKinley  High  School,  and  is  now  a  stenographer,  handling 
the  English  cori'espondence  of  a  large  American  retail  shoe  house.  Her  compa-nions 
are  XoiTnai  School  students.  Her  vocabu.lary  is  ample  and  bookish,  and  her  language 
has  the  usual  faults. 

•'The  child  questioned  wtis  linaware  that  her  interrogator  was  a  teacher,  which 
made  the  conversation  easier. 

''  'Do  you  believe  what  your  teacher  taught  you  about  the  reason  America  entered 
the  war?'  she  was  asked. 

••  'Yes,  certainly;  I  hate  the  Germans.' 

"  'Do  you  think  it  was  right  for  the  Germans  to  ha^•e  ha<l  German  schools  iu  the 
United  States?' 

"'No.'. 

"  'Then  why  should  the  Japanese  have  their  schools  in  Hawaii?' 

"  'I  don't  know.  Xot  because  we  want  them.  Our  parents  make  us  go  to  them. 
I  like  to  learn  the  Japanese  language,  but  I'd  like  better  to  learn  more  English.' 

"  'Do  you  think  of  Japan  as  yoiu'  country  or  the  United  States?' 
^    "  'I  am  an  American,  but  I  think  of  Japan  as  my  country,  too.' 

"  'Does  your  Japanese  teacher  know  what  you  think?' 

"  'Yes.  He  taught  us  all  that  Japanese  are  the  Emperor's  subjects  and  Americans 
when  they  are  in  Hawaii.' 

'"Has  not  your  American  teacher  taught  you  tiiat  you  can  not  be  a  true  American 
if  you  are  anji^hing  else,  Japanese,  German,  or  what  not?' 

'"Yes,  she  has.  And  I  don't  know  which  teacher  is  right  but  I  like  America.  We 
are  always  having  quarrels  at  our  house  about  this.  My  big  brother  and  sister  want 
to  1)0  Americans  only,  and  my  father  and  mother  l)elieve  we  are  wicked  to  say  such 
things  because  we  are  Japanese.' 

"'^^'hy  do  you  go  t.o  High  School  instead  of  Normal  School.' 

'■'Because  McKinley  prepares  me  for  business  and  gives  special  training  in  English. 
I  can  graduate  from  McKinley  and  then  go  to  Normal.' 

•"The  mental  attitude  shown  in  this  conversation  is  typical  of  what  goes  on  in  the 
minds  of  the  rising  generation  of  Japanese.  The  next  few  years  will  produce  an 
overwhelming  number  of  young  Japanese  who  will  be  able  to  make  up  their  minds 
to  (Stand  by  the  country  Avhich  gives  them  their  bread,  despite  the  teachings  of  the 
Japanese  school. 

"Realizing  this  situation  through  criticism,  of  the  hyphenated  during  the  war,  the 
Japanese  have  sought  to  improve  or  veneer  it  with  a  reform. 

"But  assuming  that  all  Japanese  were  true  American  patriots  their  language  schools 
would  still  be  an  obstacle  to  the  welfare  of  the  Japanese  and  the  success  of  the  public 
school.     They  prevent  the  Japanese  from  leai-ning  English." 


134  A   SURVEY   OF   EDUCATION   IN   HAWAII. 

OBSERVATIONS. 

In  the  light  of  the  foregoing  considerations  the  commission  is  con- 
vinced that  the  language  schools,  which  in  the  aggregate  outnumber 
the  public  schools  of  the  Territory,  are  centers  of  an  influence  which, 
if  not  distinctly  anti-American,  is  certainly  un-American.  Because 
of  these  schools  children  born  here  of  foreign  parents,  soon  to  become 
the  voters  of  this  Commonwealth,  soon  to  play  a  prominent  part  in 
the  affairs  of  the  Territory,  are  being  retarded  in  accepting  American 
customs,  manners,  ideals,  principles,  and  standards.  Instead  of  sup- 
plementing other  agencies  at  work  in  the  islands,  which  are  earnestly 
seeking  to  prepare  these  children  to  meet  the  duties  and  responsi- 
bilities of  citizenship  in  America,  these  schools  in  their  influence  are 
obstacles  standing  squarely  in  the  road. 

Although  the  commission  recognizes  the  inherent  right  of  every 
person  in  the  United  States  to  adopt  any  form  of  religious  worship 
which  he  desires,  nevertheless  it  holds  that  the  principle  of  religious 
freedom  to  which  our  country  is  unswervingly  committed  does  not 
demand  that  practices  and  activities  must  be  tolerated  in  the  name 
of  religion  which  make  the  task  of  training  for  the  duties  and  responsi- 
bilities of  American  citizenship  a  well-nigh  hopeless  one.  The  com- 
mission, therefore,  feels  no  hesitancy  in  recommending  as  a  first  and 
important  step  in  clearing  away  the  obstacles  from  the  path  of  the 
Territorial  public-school  system  that  all  foreign-language  schools  be 
abolished.  It,  however,  desires  to  point  out  that  in  accompUshing 
this  a  due  and  proper  regard  should  be  had  for  the  sensibilities  of  the 
people  v/ho  will  be  affected  thereby;  that  the  reasons  for  abolishing 
the  schools  be  made  very  clear  to  all;  and  that  a  plan  be  devised 
which  will  retain  all  the  worthy  features  of  the  schools. 

5.  PROPOSED  LEGISLATION  RESPECTING  LANGUAGE  SCHOOLS. 

In  order  to  learn  what  the  public  sentiment  of  the  islands  is  in 
respect  to  a  policy  for  dealing  with  foreign  language  schools,  the 
survey  commission  requested  various  civic  organizations  of  the 
Territory  to  take  up  a  discussion  of  this  question  among  their  mem- 
bers and  to  formulate  recommendations  for  legislative  action.  In 
response,  three  important  civic  organizations,  the  Daughters  of  the 
American  Revolution,  the  Chamber  of  Commerce,  and  the  Ad  Club 
of  Honolulu  havcj  after  exhaustive  discussion,  adopted  the  following 
resolutions  and  proposals: 

RESOLUTIONS   OF  THE   ALOHA  CHAPTEK  OF  THE  DAUGHTERS  OF  THE   AMERICAN 

REVOLUTION. 

Whereas  the  Daughters  of  the  American  Revolution  is  a  patriotic  organization 
representing  a  gi'eat  national  past  and  hoping  for  a  greater  future,  an  organization 
founded  to  perpetuate  those  principles  of  devotion  and  loyalty  for  which  our  ancestors 
fought  and  died,  and  to  figiit  against  disloyalty  in  every  form  and  dangerous  propa- 
ganda of  every  kind;  and 


THE   FOPvEIGX   LANGUAGE    SCHOOLS.  135 

Whereas  the  experiences  of  the  recent  "war  have  convinced  us  that  as  a  Nation  we 
have  too  long  harbored  wdthin  our  borders  societies  and  institutions  which  tend  to 
continue  the  spirit,  customs,  ideals,  and  languages  of  the  foreign  lands  from  which 
their  members  came,  instead  of  fostering  and  developing  Americanism;  and 

Whereas  we  believe  that  the  penalty  that  om-  Nation  paid  during  that  war  for  its 
laxity— the  appalling  embarrassment  to  its  work,  the  staggering  property  damage, 
and  the  irreparable  loss  in  splendid  manly  lives — was  too  costly  for  us  to  have  it 
repeated,  and  believe  in  the  light  of  past  experience  that  foreign-language  schools 
are  not  only  unnecessary,  but  a  menace  to  the  unity  and  safety  of  oiu'  Nation  and  the 
peace  and  prosperity  of  our  people:  Now,  therefore,  be  it 

Resolved,  that  we,  the  Daughters  of  the  American  Revolution  of  Aloha  Chapter,  go 
on  record  as  being  unequivocally  opposed  to  ail  practices  ^vithin  the  borders  of  the 
United  States  of  America  subversive  to  the  peace  and  order  of  our  Nation  and  the 
undivided  allegiance  of  our  people,  and  unalterably  opposed  to  all  foreign-language 
schools  of  whatever  nationality;  and  that  v/e  take  a  firm  stand  for  Americanism  in  it 
truest  and  loftiest  form,  and  for  one  language — that  of  our  heroic  Revolutionary 
ancestors  who  gave  theii*  fortunes  and  their  lives  that  the  United  States  might  live 
and  prosper,  and  one  flag — '-'Old  Glory:"  And  be  it  fui'ther 

Resolved,  that  a  copy  of  this  resolution  be  spread  upon  the  minutes  of  this  meeting, 
and  that  a  copy  each  be  sent  to  the  governor  of  Hawaii  and  the  superintendent  of 
public  instruction. 

{Unanimously  carried  Oct.  29,  1919.) 

KECOMMEXDATIOXS    OF    THE    CHAMBER    OF    COMMERCE    (hOXOLULU). 

The  committee  of  the  chamber  on  public  schools  and  vocational  training  have  con- 
sidered the  letter  of  Dr.  Frank  F.  Bunker,  for  the  Federal  School  Survey  Commission, 
dated  November  15,  1919,  and  recommend  that  the  chamber,  in  response  to  the  letter, 
address  to  the  commission  a  communication  on  the  present  school  situation  in  which 
this  chamber  shall  take  the  following  definite  positions: 

1.  While  the  chamber  has  already  (Apr.  19,  1916)  taken  a  stand  in  favor  of  the 
extension  of  the  so-called  Hoke  Smith  Vocational  Training  Inll  so  as  to  permit  of  its 
application  to  TlaVv'aii  and  some  measure  of  Federal  assistance  in  the  problem  of 
vocational  education,  the  chamber  has  not  been  successful  in  its  efforts.  It  is  our 
hope  that  the  members  of  the  commission  will  find  in  their  survey  that  the  problem 
of  Americanizing  the  children  born  in  Hawaii  of  alien  parents  is  more  than  a  local 
problem  and  is  one  which  requires  the  attention  and  assistance  of  the  National  Gov- 
ernment, to  the  end  that  the  commission  will  recommend  that  Hawaii  be  included  in 
all  measures  before  Congress  by  which  the  Federal  Government  proposes  to  assist  the 
States  in  sohdng  educational  problems  or  in  extending  and  hastening  tlie  Americani- 
zation of  foreigners  in  the  United  States. 

2.  The  chamber  believes  that  the  salaries  of  teachers  in  the  public  schools  should 
be  more  substantial,  so  as  to  attract  and  hold  in  service  the  teachers  of  the  right  quality, 
and  that  with  any  raise  in  salaries  there  should  be  enforced  higher  standards  for 
teachers,  particularly  in  theii-  ability  to  speak  and  teach  the  English  language. 

3.  The  chamber  believes  that  playgrounds  adequate  in  size  to  each  community, 
supervised  by  governmental  authority,  should  be  considered  a  part  of  the  educational 
equipment  of  each  municipality.  In  om*  mixed  population  in  om'  cities  and  on  our 
plantations,  the  children  have  shoV\^n  then*  ability  to  absorb  American  ideas  as  quickly 
on  the  playground  as  anywhere  else.  We  believe  this  work  should  be  extended  and 
be  made  a  governmental  function,  supported  by  public  funds.  We  are  not  clear  aa 
to  how  these  mattei-s  should  be  worked  out  in  our  peculiar  governmental  system  and 
would  appreciate  such  comments  thereon  by  the  commission  as  the  members  thereof, 
with  their  experience,  can  give. 


136  A   SURVEY   OF   EDUCATION   IN    HAWAII. 

4 .  The  chamber  believes  that  the  vocatiuual  school  idea  should  b  e  ex  tended .  There 
is  a  feeling  of  doubt  on  the  fitness  of  out  nira.!  schools  as  now  planned.  This  doubt  is 
based  largely  on  the  success  "^vhich  the  schools  theraselves  have  made  in  the  extension 
of  the  vocational  training  idea.  This  success  "w-ould  seem  to  point  the  way  for  a  re- 
vision of  the  rural  schools  so  that  they  will  lay  the  primar^^-  emphasis  on  training  in 
vocational  matters. 

5.  The  chamber  believes  all  private  schools  should  be  under  the  inspection  and 
supervision  of  public  authority.  Our  statutes  passed  in  1896  attempted  to  do  this, 
but  the  practical  application  of  the  law  has  caused  a  construction  to  be  placed  thereon 
to  the  effect  that  only  those  private  schools  are  subject  to  such  supervision  the  sessions 
of  which  coincide  with  the  hours  of  the  public  schools.  The  supervision  by  public 
authority  should  be  such  as  to  make  it  impossible  for  any  person  to  ser^-e  as  a  teacher 
of  youth  who  does  not  possess  ideals  of  democracy  and  a  knowledge  of  American 
histoiy  and  methods  of  government  and  of  the  English  language.  Because  of  our  present 
situation,  this  last  qualification  should,  for  a  period,  be  lil^erally  construed  in  the 
teachers'  favor,  but  it  would  seem  to  us  that  a  reading  knowledge  of  English  sufficient 
to  enable  the  teacher  to  get  the  news  of  the  day  from  the  newspapers  printed  in  English 
should  be  the  minimum  requirement.  The  super\dsion  of  the  curriculum  also  should 
be  such  as  to  prevent  the  dii'ect  or  indiiect  teaching  of  standards,  ethics,  conduct,  or 
morals  not  American.  It  may  ]>e  difficuit  to  apply  these  two  elements  of  supervision 
of  the  private  schools,  neither  of  which  touch  teaching  efficiency.  The  department 
at  the  present  time  is  woefully  undei-staffed.  It  can  be  said  that  our  public  schools 
now  are  not  properly  super^dsed.  This  is  not  the  fault  of  the  department,  but  of  the 
people  of  the  Territory,  who  have  not  authorized  the  additional  appropriations. 
Wliatever  may  be  the  practical  difficulties  of  administering  such  a  law,  we  believe 
these  ideals  should  be  spread  on  the  statute  books,  for  the  purpose,  if  for  no  other,  of 
declaring  to  the  world  what  Hawaii  stands  for.  If  the  original  certification  of  teachei'S 
and  schools  is  done  perfunctorily,  with  such  a  lavv'  applicable,  inv-estigations  of  par- 
ticular teachers  and  particular  schools  will  be  possible  "wherever  positive  facts  are 
known  and  brought  to  the  attention  of  the  department. 

6.  The  chamber  believes  no  instruction  in  any  language  other  than  English  should 
be  allowed  in  any  public  or  prp.-ate  school  in  the  TeiTitory  in  any  grade  lower  than  the 
seventh  grade.  Educators  tell  us  that  no  language  can  be  learned  properly  and  com- 
pletely except  dming  a  cliild's  early  years.  To  a  large  number  of  Hawaii's  children 
English  is  a  foreig-n  language  in  that  it  is  not  the  language  of  the  home.  This  fact  is 
the  reason  for  our  belief  in  the  statement  with  which  this  paragraph  begins.  Children 
of  English-speaking  homes  in  Hawaii  am  well  afford  to  give  up  their  desire  to  ieam 
other  languages  while  still  in  the  early  gi'ades.  Regulations  on  this  subject  should 
extend  to  all  without  disciimination.  The  common  basis  of  a  common  tongue  is 
vital  to  the  futm-e  of  this  self-governing  Tenitory  of  the  United  States.  Our  strong 
feeling  on  this  point  is  none  other  than  the  instinct  of  self-preservation. 

Conclusion. — In  the  above  recommendations  the  chamber  has  attempted  to  be 
siigge;?tive  rather  than  exhaustive  in  its  statement  and  not  to  do  more  than  to  state 
certain  points  concerning  which  there  should  be  a  minimum  of  difference  of  opinion 
among  the  members  of  the  cham])er.  These  points  do  not  deal  vrith  educational 
matters  so  much  as  they  do  with  the  Americanization  of  Hawaii's  children  of  many 
races.  This  big  task  certainly  concerns  the  Chamber  of  Commerce  of  Honolulu,  and 
the  chamber  should  assist  the  present  development  of  public  opinion  on  this  subject 
by  publicly  making  known  its  views. 

(Unanimously  adopted  Dec.  17.  1919.) 

RECOMMEXD.VnOXS    OF   THE    AD    CLUB    (HOXOLULU), 

Objeclions  to  the  Language  SeJicols^ 

i.   i'hildren  from  foreign-speaking  homes  need  to  concentrate  their  attention  o?) 
mastering  the  English  lanc^uage. 


THE  rOEEIG:?T  LAI^-QUAGE   SCHOOLS.  137 

Objections  to  the  Language  Schools — Continued. 

2.  The  hours  spent  in  language  schools,  especially  the  morning  hours,  result  in  a 

divided  attention  and  are  unfavorable  to  concentration  on  mastering  Englivsh 
speech. 

3.  Teachers  in  the  foreign-language  schools  are  usually  lacking  in  a  knowledge  of 

American  institutions  and  ideals,  and  their  influence  is  to  make  the  children 
Japanese  or  Chinese  or  whatever  race  they  represent  rather  than  American. 

Utility  of  the  Language  Schools. 

1 .  They  care  for  children  outside  of  school  hours,  both  of  whose  parents  in  many 

cases  are  at  work. 

2.  They  teach  the  correct  spoken  and  written  foreign  language  necessary  for  busi- 

ness or  family  relations  with  the  country  overseas. 

Recommendations . 

1.  That  the  language  schools  be  placed  under  the  complete  control  and  supervision 

oi  the  board  of  education. 

2.  That  the  board  of  education  adopt  as  its  policy  the  gradual  elimination  of  the 

language  schools  as  rapidly  as  may  be  wise  and  expedient  through  the  develop- 
ment of  an  enlarged  public-school  curriculum  and  lengthened  school  day, 
through  the  introduction  of  vocational  and  other  outdoor  activities  and  super- 
vised playgrounds,  and  by  proA'ision  for  teaching  in  the  upper  grades  any 
foreign  language  for  which  there  is  local  demand. 

3.  And  we  should  further  recommend  that,  whenever  possible,  the  buildings  and 

grounds  used  by  the  foreign-language  schools  should  be  turned  over  to  the 
board  of  education  for  use  in  connection  with  this  enlargement  of  public-school 
p.ctivities. 

}fcans  to  the  End. 

1.  A  campaign  of  education  among  all  non-English-speaking  people  showing  why 

the  foreign-language  schools  are  to  be  replaced  by  something  better,  laying 
esi:>ecial  emphasis  on  the  following  reasons: 

(a)  All  children  born  here  are  American  citizens  and  must  be  fully  pre- 
pared for  the  duties  of  citizenship. 

(h)  Failure  properly  to  prepare  them  will  certainly  block  the  attainment  of 
statehood  and  will  probably  result  in  a  loss  of  self-government  in  the 
Territory. 

(c)  A  most  unfavorable  reaction  in  the  opinion  of  the  world  will  come  upon 
any  nation  whose  representatives  in  Hawaii  show  themselves  incapable 
of  cooperating  heartily  with  a  thoroughgoing  program  of  American- 
ization. Such  a  people  will  simply  show  by  that  action  that  they 
are  not  assimilable  and  will  thereby  make  themseh/es  unwelcome  in 
all  foreign  countries. 

2.  This  campaign  should  be  carried  on  by  a  special  joint  committee  containing 

representatives  of  the  various  civic,  educational,  and  religious  organizations 
doing  work  among  non-English -speak'-ng  populations  and  containing  members 
of  the  various  races  concerned. 

3.  ^Methods  to  be  employed: 

(a)  Public  addresses. 

(6)  Circulars  and  ai-ticles  in  the  foreign-language  press. 

(c)  Informal  talks  before  citizenship  classes  and  smaller  groups. 

(d)  Explanations  to  the  children  in  the  public  schools. 


138  A  SURVEY  OF   EDUCATION  IN"  HAWAII. 

COMMENTS    ON    THE    PRECEDING   PROPOSALS. 

The  salient  feature  in  the  proposals  made  by  the  Chamber  of  Com- 
merce and  the  Ad  Club  is  that  foreign-language  schools  shall  be 
placed  under  the  supervision  of  the  educational  department  of  the 
Territor}^  The  Ad  Club  proposals,  however,  go  a  step  further  and 
suggest  that  as  rapidly  as  may  be  deemed  wise  the  gradual  elimina- 
tion of  the  schools  shall  be  effected. 

After  a  careful  consideration  of  the  thoughtful  proposals  which 
the  foregoing  organizations  have  submitted,  the  commission  is  of 
the  opinion  that  no  good  can  come  of  a  plan  which  contemplates  a 
supervision  of  the  schools  by  the  Territorial  department  of  education. 
The  commission  doubts  that  those  who  have  proposed  departmental 
supervision  of  these  schools  have  ever  seriously  considered  what  such 
supervision  entails.  If,  as  is  probable,,  they  have  in  mind  nothing 
more  in  the  way  of  supervision  than  the  department  now  exercises 
under  law  over  the  private  schools,  both  secular  and  religious,  then 
the  commission  is  clearly  of  the  opinion  that  such  an  arrangement 
would  be  of  no  value;  for,  as  is  pointed  out  in  another  chapter  of  this 
report,  the  supervision  exercised  b}^  the  department  of  education 
over  private  schools,  as  provided  by  law,  exists  in  name  only  and  not 
in  fact.  If,  on  the  other  hand,  it  is  contemplated  that  a  system  of 
control  and  supervision  be  adopted  which  w^ould  go  to  the  heart  of 
the  matter,  then  the  commission  must  point  out  that  the  departm.ent 
of  education  is  now  so  undermanned  that  it  is  unable  to  give  adequate 
supervision  to  its  own  schools.  To  add  to  the  system  of  public 
schools  a  system  of  foreign-language  schools,  comprising  more  schools 
than  the  public  school  system  does,  without  a  very  large  increase  in 
the  supervisorial  staff  would  materially  lessen  the  efhcienc}^  of  the 
public  schools.  Furthermore,  the  adequate  supervision  and  control 
of  the  foreign-language  school  would  require  a  staff  specially  trained 
in  such  work.  Also,  it  seems  clear  that  such  an  arrangement,  if  an 
attempt  were  made  to  make  it  effective,  would  lead  to  misunder- 
standings, to  friction,  and  to  the  development  of  an  antagonistic 
feeling  diametrically  opposed  to  the  generous  spirit  held  by  those 
who  framed  the  foregoing  proposals. 

On  another  count  the  commission  finds  itself  opposed  to  an  arrange- 
ment which  would  place  the  language  schools  under  the  control  of  the 
department  of  education.  At  present  these  schools  exist  outside  the 
law.  The  law  neither  sanctions  nor  condemns  them,  for  the  law 
takes  no  cognizance  of  them.  As  now  organized  they  are,  therefore, 
extralegal.  Were  this  system  of  schools  to  be  placed,  by  legislative 
action,  under  the  supervision  of  the  Territorial  department  of  edu- 
cation, a  system  which  the  law  does  not  now  recognize  would  im- 
mediately become  legalized  with  disadvantages  from  the  standpoint 
of  the  ultimate  solution  of  the  problems  which  are  obvious. 


THE   FOREIGN   LAXGUAGE    SCHOOLS.  139 

For  yet  another  reason  the  commission  is  opposed  to  any  plan 
which  would  place  the  language  schools  under  the  supervision  of 
the  Territorial  department  of  education,  even  temporarily.  The  com- 
mission believes  that,  but  for  the  pressure  which  Buddhist  priests 
and  teachers  bring  to  bear  upon  the  Japanese  laborers  on  the  plan- 
tations, comparatively  few  of  the  parents  would  send  their  children 
to  the  Japanese  language  schools,  preferring  instead  to  permit  them 
to  give  their  undivided  attention  to  the  work  of  the  public  schools. 
Confirmatory  of  this  opinion  is  the  fact  that  at  the  Mid-Pacific  Insti- 
tute of  Honolulu,  an  endowed  institution  enrolling  orientals  princi- 
pally, electives  are  offered  in  the  Japanese  and  Chinese  languages, 
beginning  with  the  first  grade  and  running  throughout  the  high-school 
period.  Not  quite  10  per  cent  of  the  Japanese  enrolled  in  the  school 
have  elected  the  Japanese  language,  and  a  smaller  percentage  than 
this  of  Chinese  are  studying  their  native  tongue.  If,  now,  the  depart- 
ment of  education  were  required  to  take  over  the  supervision  of  these 
language  schools,  it  would  thereb}'  be  placed  in  the  unenviable  posi- 
tion of  tacitly  sanctioning  an  institution  which  the  commission  is 
convinced  is  incompatible  with  American  traditions  and  ideals. 

Indeed,  so  clear  is  it  to  the  comjnission  that  such  an  arrangement 
would  be  an  mifortunate  one  that  it  is  frankly  of  the  opinion  that  the 
defeat  of  the  bill  providing  for  such  an  arrangement,  introduced  at 
the  last  legislature,  was  most  fortunate.  On  the  other  hand,  the 
commission  believes  that  a  plan  can  be  devised  which  will  retain  the 
best  features  of  the  foregoing  proposal  and  will  at  the  same  time 
avoid  the  difficulties  which  are  sure  to  arise  if  the  Department  of 
Education  were  to  attempt  to  exercise  a  genuine  supervision  and  con- 
trol of  these  schools.  The  plan  which  the  commission  proposes 
follows : 

PLAN    PROPOSED    BY    THE    COMMISSION. 

Before  details  of  the  plan  are  suggested  it  m.ust  be  pointed  out  that 
a  distinction  should  be  drawn  between  two  groups  of  children  of 
foreign  parentage. 

1.  There  is  a  group  of  foreign  children  (a  small  one  relatively)  who, 
because  the  laws  regardmg  naturalization  are  as  they  are,  can  never 
become  citizens  of  America  even  though  they  desired  so  to  do,  and  who 
may  expect  to  return  to  their  native  country.  The  children  of  officials 
of  foreign  governments,  and  of  some  professional  and  merchant  classes, 
temporarily  in  the  islands,  also  all  children  born  outside  the  islands, 
would  belong  to  such  a  group.  Obviously,  to  the  parents  of  such 
children,  particularly  to  those  whose  stay  in  the  islands  is  to  be  but  a 
short  one,  there  should  be  granted  the  right  to  create  schools  for  their 
children,  supported  at  their  own  expense,  wherein  the  schooling  of  the 
children  may  be  conducted  whoUy  in  their  native  language  if  desired. 
10146°— 20 10 


140  A  SUSVEY  OF  EDXJGATIOls^  IN  HAWAH. 

Clearly,  Americans  similarly  placed,  living  in  foreign  countries,  would 
wish  and  rightly  should  hay e  the  opjDortunity  of  training  their  childrei] 
in  their  native  language  at  their  own  expense  and  without  dictiUion 
from  governmental  authorities  if  they  so  desired,  America  has  nc 
mind  to  deprive  an}^  group  of  other  national  origin  within  her  borders 
of  exei-cising  the  same  privileges  wliich  she  would  claim  for  her  own 
people  were  they  living  on  foreign  soil. 

The  doors  to  the  public  school  are  not  to  be  closed  to  this  group,  it 
should  be  noted,  if  the  parents  of  such  children  prefer  them  educated 
by  the  Territory'.  A  choice  should  be  required,  however,  of  one  or  of 
the  other,  and  not  of  both. 

2,  But  there  is  a  second  group  of  children  in  the  Hawaiian  Islands, 
comprising  hj  far  the  largest  proportion  of  children  now  attending 
the  foreign  language  schools,  which  is  very  differently  placed,  '^lliey 
are  Hawaiian-born  and,  in  consequence,  American  citizens,  soon  to 
become  members  of  the  electorate,  upon  whom  will  shortly  rest  the 
res])onsibihty  of  maintainmg  and  preserving  the  principles  which  are 
interwoven  in  Americ-a's  national  fabric.  To  such  children,  the  com- 
mission holds,  there  can  ])e  granted  no  such  option  in  the  content 
method,  and  character  of  their  educational  training  as  should  be 
granted  those  who  can  not  becom.e  citizens  and  voters  of  the  Territory 

Citizenship  in  America  carries  with  it  the  responsibility  of  preserv- 
mg  inviolate  .American  principles  and  traditions^.  Obviously  no 
country  can  rightly  be  expected  to  delegate  to  another  country  or  to 
a  foreign  grou])  living  within  her  bordei-s  responsibility  for  the  train- 
ing of  its  own  citizens  at  any  stage  of  their  development  and  least 
of  aU  during  their  most  plastic  and  impressionable  years. 

With  these  determining  considerations  in  mind,  the  details  of  the 
plan  which  the  commission  proposes  foUow: 

1.  Abolish  all  foreign  language  schools  at  the  next  session  of  the 
legislature,  special  or  regular,  except  that  the  parents  of  all  children 
not  Hawaiian-born,  if  they  prefer  not  to  have  their  children  enrolled 
in  the  public  schools,  be  permitted  to  create  their  own  schools  at  their 
ov/n  expense  for  the  education  of  the  children  who  can  never  become 
American  citizens. 

2.  Simultaneously  offer  to  organize  in  every  school,  where  there  is 
sufficient  demand,  a  class  or  classes,  in  any  foreign  language  desired, 
the  same  to  be  held  for  one  hour  per  day  at  the  close  of  the  regular 
public  school  session,  in  the  public  school  building,  by  teachers  regu 
larly  employed  for  the  purpose  by  the  Territorial  department  of 
education.  Worlc  of  this  character  to  begin  with  the  first  grade  if  it 
be  desired. 

3.  As  a  prerequisite  to  enrollment  in  such  classes  requii^e:  (a)  That 
the  pupil  shall  be  makmg  satisfactory^  progiess  in  the  work  of  the 
public  school,  except  that  in  the  case  of  rhildren  who  are  entering  the 


THE  rOBEIGF  LAIsTGUAGE  SCSOOLS,  .  141 

public  scliool  for  the  first  time  they  ma-y  be  permitted  to  enroll  in  the 
language  class  at  once^  if  it  is  desired;  retention  in  the  class,  hovv'ever, 
to  be  conditioned  Ti])on  the  pupil's  continuing  to  do  satisfactory  work 
in  the  public  school,  (b)  That  the  parent  shall;  by  written  statement 
.or  scatement  made  oralh'  to  th^  principal;  request  enrolhnent  for  his 
or  her  children  and  (if  the  Territor^^  deems  it  desirable)  that  he  be 
required  to  pay  as  a  monthly  fee  an  amount  per  child  which  will 
enable  the  department  to  provide  teachers  for  such  work  without 
drawing  upon  regular  school  funds. 

4.  The  Tenitoria.1  board  of  school  commissioners,  upon  nomina.tion 
b}'"  the  suj)eriatendent  of  public  instruction;  to  appoint  a  head  of  this 
-division  of  foreign  language  teaching  and  four  assistants,  one  for  each 
islflmd.  who  shall  be  paid  out  of  the  funds  of  the  department.  The 
commission  recommends  stronglj'  that  salaries  be  paid  to  these 
officials  sufficient  to  secure  Americans  v/ho  are  thorough  students  of 
foreign  languages^  particularly  of  tlie  oriental  languages;  and  who 
:are  famiiar  with  public  school  work.  Under  the  direction  of  the 
superintendent,  the  head  of  tliis  division  and  his  assistants  should 
examine  teachers  as  to  their  qualifications,  recommend  appoiatments 
and  dismissals,  conduct  conferences  among  teachers,  superintend 
theii'  work;  and  thus  gr^tdually  bring  together  a  corps  of  persons  who 
combine  a  master}'  of  the  oral  and  written  language,  teachmg  skill 
and  unquestioned  loyalty  to  American  ideals.  Doubtless  in  the 
language  schools  as  now  conducted  there  could  be  found  a  number  of 
teachers  who  would  res])ond  to  sucli  supervision  and  instruction  and 
who  would  ultimately  make  teachers  meriting  permanent  retention. 
Textbooks  mow  in  use  in  the  language  schools  could  be  used  at  ffist, 
but  as  rapidly  as  practicable,  a  series  of  boolvs  should  be  written  whose 
^content  shall  be  predommantly  American  rather  than  foreign,  as  now. 

5.  A  fund  to  be  provided  by  the  legislature  to  take  over  a;t  the 
appraised  yq1\iq  the  schools  now  belongmg  to  the  various  missions;  if 
they  wish  to  dispose  of  them,  which  could  be  used  by  the  pubiic  school 
sj'stem  eitlier  in  providmg  needed  enlargements  of  crowded  schools 
or  in  securmg  bundings  for  communit}'  activities,  Suc{h  a  fmid  need 
not  be  large,  as  in  most  instances  xhe  land  belongs  to  the  plantations, 
and  in  other  cases  the  buildings  are  not  suitably  situated. 

6.  The  Territorial  comm^issioners  of  education,  by  and  with  the 
advice  of  the  superintendent  of  public  instruction  and  his  stall,  to  list 
tlie  l>uildiiigs  which  the  department  of  education  can  use  to  advan- 
tage, the  same  to  be  appraised  by  a  commission  appointed  by  the 
governor,  the  aim  being  to  take  over  the  buildings  at  cost  to  the 
ownei's  if  they  care  to  sell. 

7.  The  legislature  also  to  provide  a  fmid  to  be  used  by  the  depart- 
ment of  education  in  disseminating  very  widely  among  plantation 
laborers  b}'  effective  means  information  concernmg  the  reasons  for 


142  •  A   SURVEY   OF   EDUCATION   IN   HAWAII. 

taking  this  action  and  the  nature  and  purpose  of  the  work  to  be 
offered,  to  the  end  that  there  may  be  no  misunderstanding  growing 
out  of  false  statements  made  by  those  who  m.a3^  oppose  the  aboHtion 
of  the  present  system  of  language  instruction  and  to  the  end  that  it 
may  be  accomplished  with  good  feeling  and  good  will  on  the  part 
of  all. 

8.  Arrangements  to  be  made  simultaneously  for  lengthening  the 
school  day  to  seven  or  eight  hours,  thereby  making  it  possible 
effectively  to  organize  agricultural,  industrial;  manual,  and  play 
activities  for  those  children  whose  parents  work  in  the  fields  and  who 
but  for  such  opportunities  might  be  running  the  streets  or  roads. 

9.  When  the  demand  is  sufficient  to  justify  it,  offer  electives  in 
oriental  languages  in  the  public  high  schools,  the  same  to  be  placed 
on  the  basis  of  electives  in  other  foreign  languages. 

THE    SPIRIT    IN    WHICH    THE    FOREGOING    PLAN    SHOULD    BE    ENFORCED. 

The  spirit  in  which  the  foregoing  plan  should  ])e  eiiforced,  or  for 
that  matter  any  other  plan  designed  to  meet  this  problem  of  foreign- 
language  schools,  is  the  spirit  which  should  be  behind  every  effort 
made  to  Americanize  the  alien  within  our  borders „  This  spirit  is 
admirably  defined  in  the  following  excerpts  from  addi'esses  by  Frank- 
lin K.  Lancj  recently  the  Secretary  of  the  Interior,  and  Philander  P. 
Claxton,  the  Commissioner  of  Education: 

*  'There  is  no  way  by  "Which  we  can  make  anyone  feel  that  it  is  a  blessed  and  splendid 
thing  to  be  an  American,  unless  we  ourselves  are  aglow  with  the  sacred  firC;  unless 
we  interpret  Americanism  by  our  kindness,  our  courage,  oiu-  generosity,  our  fairness. ^ 

"You  have  got  to  make  them  Americans  by  calling  upon  the  fine  things  that  are 
within  them,  and  by  dealing  with  them  in  sympathy,  by  appreciating  what  they  have 
to  offer  us,  and  by  revealing  to  them  what  we  have  to  offer  them.  And  that  brings 
to  mind  the  thought  that  this  work  must  be  a  human  work — must  be  something  done 
out  of  the  human  heart  and  speaking  trj  the  human  heart,  and  must  largely  turn  upon 
instrumentalities  that  are  in  no  way  formal,  and  that  have  no  dogma  and  have  no 
creed,  and  which  can  not  be  put  into  writing  and  can  not  be  set  upon  the  press."  ^ 

* 'There  is  no  one  thing  so  supremely  essential  in  a  Government  such  aaoui's,  where 
decisions  of  such  importance  must  be  made  by  public  opinion,  as  that  every  man 
and  woman  and  child  shall  know  one  tongue — that  each  may  speak  to  every  other 
and  that  all  shall  be  informed. 

"There  can  be  national  unity  neither  in  ideals  nor  in  piupose  unless  there  is  some 
common  method  of  communication  thi-ough  wliich  may  be  conveyed  the  thought  of 
the  Nation.  All  Americans  must  be  taught  to  read  and  ^n•ite  and  think  in  one  lan- 
guage; tliat  is  a  primary  condition  to  tliat  growth  which  all  nations  expect  in  a  gov- 
ernment of  us,  and  which  we  demand  of  om'selves."  ^ 

"I  am  not  urging  the  absurdity  that  men  can  be  transformed  into  Americans  by  a 
course  in  school.  This  is  but  a  beginning.  Knowledge  of  our  language  is  but  a  tool. 
*    *    *    Om*  strange  and  successful  experiment  in  the  art  of  making  a  new  people 


«  Franklin  K.  Lane. 


THE   FOREIGIs'  LANGUAGE    SCHOOLS.  143 

is  the  result  of  contact,  not  of  caste,  of  liAdng  together,  AVorking  together  for  a  living, 
eax^h  one  interpreting  for  himself  and  for  his  neighbors  his  conception  of  what  kind 
of  social  being  man  should  be,  what  his  sjTnpathies,  standards,  and  ambitions 
should  be. 

"Now,  this  can  not  be  taught  out  of  a  book.  It  is  a  matter  of  touch,  of  feeling,  like 
the  growth  of  friendship.  Each  man  is  approachable  in  a  different  way,  appealed 
to  by  very  contradictory  things.  One  man  reaches  America  through  a  baseball 
game,  another  thi'ough  a  church,  a  saloon,  a  political  meeting,  a  woman,  a  labor  union, 
a  picture  gallery,  or  something  new  to  eat.  The  difficulty  is  in  finding  the  meeting 
place  where  there  is  no  feai',  no  favor,  no  ulterior  motives,  and  above  all,  no  soul 
insulting  patronage  of  poor  by  rich,  of  black  by  white,  of  younger  by  elder,  or  foreign 
bom  by  native  bom,  of  the  unco'  bad  by  the  unco'  good.  To  meet  this  need  the 
schoolhouse  has  been  turned  into  a  community  center.  It  is  a  common  property 
or  should  be.     All  feel  entitled  to  its  use."  ^ 

"Get  in  your  own  heart,  if  you  please,  in  the  first  place,  some  s>Tnpathy  with  that 
naan  who  is  in  a  foreign  land.  Let  the  best  of  your  nature  come  out,  the  tolerant 
part,  the  kindly  part.  If  you  ai'e  an  employer,  give  him  opportunity  that  you  would 
not  give  to  others.  Deal  with  him  not  as  one  whose  labor  you  buy,  but  as  a  human 
soul,  and  we  can  transform  that  man  before  a  generation  has  passed. 

"There  is  only  one  way  to  translate  youi-self  to  him  and  that  is  by  your  conduct  to 
the  foreigner  who  is  here — by  translating  America  inu?  square  dealing,  into  justice, 
into  kindline&s."  ^' 

"Americanization  is  a  process  "f  education,  of  \rinning  the  mind  and  heart  through 
instruction  and  enlightenment.  Fmm  the  very  nature  of  the  thing  it  can  make 
little  or  no  use  of  force.  It  must  depend,  rather,  on  the  attractive  power  and  the  sweet 
reasonableness  of  the  thing  itself.  Were  it  to  resort  to  force,  by  that  very  act  it 
would  destroy  its  spii'it  and  cease  to  be  American.  It  Would  also  cease  to  be 
American  if  it  should  become  narrow  and  fixed  and  exclusive,  losing  its  faith  in 
humanity  and  rejecting  \ital  and  enriching  elements  from  any  source  whatever. 

"Our  progi'am  of  education  does  not  compel  but  invites  and  allures.  It  may, 
therefore,  probably  must,  in  the  beginning  be  slow,  but  in  the  end  it  will  be  sw^t 
and  sure." 

'  'Americanization  is  not  something  which  the  Government  or  a  group  of  individuals 
may  do  for  the  foreign  born  or  others.  It  is  what  these  persons  do  for  themselves 
when  the  opportunity  is  offered  and  they  are  shown  the  way;  what  they  do  for  the 
country  and  the  tiling  called  democracy.  The  function  of  the  Government  and  all 
other  agencies  interested  in  Americanization  is  to  offer  the  opportunity,  make  the 
appeal,  and  inspiie  the  desii-e.  They  can  and  should  attempt  nothing  more  than  to 
reveal  in  all  theii'  fullness  the  profit  and  the  joy  of  working  together  for  the  common 
good  and  the  attainment  of  om*  high  ideals,  to  create  the  desire  to  have  a  pai't  in  the 
inspiring  task,  to  show  the  way  by  which  each  may  do  his  part  best,  and  to  help 
him  set  his  feet  firmly  on  the  way."  * 

3  Franklin  iu  Lane.  *  Philander  P.  Claxton. 


Chapter  IV. 

TEACHING  STAFF  OF  THE  PUBLIC  ELEMENTARY 

SCHOOLS^ 


C'OXTEKTS.— Racial  distribution;  distribution  1)3^  sex;  distribution  by  age;  grad^^s  and 
pupils  per  toacber :  education  and  training ;  length  of  servico ;  improvement  ^vhiie  in 
service  ;  certification  ;  promotion  and  rating  ;  dismis.sal  ;  salaries  ;  proposed  salary  sched- 
ule;  salaries  of  elementary  i^cliool  principal:? ;  recruiting  from  mainland. 


DISTKIBUTIOX  OF  TEACHEK.S  BY  RACIAL  DESCENT. 

The  public  elementary  school  children  of  Hawaii  are  taught  l^y 
local  teachers  antl  by  teachers  recruited  from  the  United  States. 
Some  teachers  have  come  from  Canada  and  other  British  possessions, 
and  in  prewar  times  a  few  German  teachers  found  positions  in  the 
schools;  but,  both  in  total  number  and  in  comparative  per  cent,  these 
latter  sources  of  supply  have  been  negligible.  A  decade  ago  33  per 
cent  of  the  teaching  force  was  American;  to-da}'  this  percentage  is 
40.  The  remainder  of  the  teaching  body,  being  almost  altogether 
island  born,  is  made  up  of  Portuguese,  wdio  contribute  annuall}':  from 
10  to  12  per  cent;  of  pure  Hawaiians,  vrhose  numbers  have  remained 
almost  stationary,  but  whose  proportion  has  fallen  from  15  })er  cent 
to  9  per  cent;  of  part  Hawaiians,  vrho  have  furnished  and  are  now 
furnishing  about  one- fourth  of  the  teachers;  of  Chinese,  who  be- 
tween 1910  and  1919  have  increased  from  3  per  cent  to  9  per  cent 
(the  Chinese  now  equaling,  or  nearly  so,  the  pure  Hawaiian  teach- 
ers) ;  and  of  Japanese,  whose  representation  in  the  teaching  force  has 
increased  about  18  fold,  that  is.  from  2  teachers  in  1910  to  37  or  more 
in  1919. 

In  Table  1  and  Graph  I  are  shown  the  findings  of  the  questionntiire 
touching  the  distribution  of  the  elementary  staff  by  racial  descent, 
the  total  number  and  percentage  of  each  group  being  indicated.  The 
table  should  be  read  as  follow^s:  Of  771  members  of  the  elementary 
staff  answering  the  questionnaire,  303,  or  40  per  cent,  are  Anglo- 
Saxons;  96,  or  12  per  cent,  are  Portuguese;  72,  or  9  per  cent,  are 
Hawaiians;  37,  or  5  per  cent,  are  Japanese;  139,  or  18  per  cent,  are 

1  The  data  used  in  this  chapter  are  gathered  from  answers  t©  questionnaires,  replies  to 
which  were  sent  in  by  781  persons,  teachers  and  principals,  in  the  elementary  field.  It 
will  be  noticed  that  totals  do  not  correspond  to  certain  statistics  of  a  similar  character  in 
another  part  of  this  survey.  The  percentages  on  the  other  hand  are  very  comparable.  If 
ail  questionnaires  had  heen  returned  by  teachers,  dififerences  would  have  been  very  slight. 

144 


TEACHING  STAFP,   PUBLIC  ELEMENTARY  SCHOOLS. 


145 


part  Hawaiian  and  part  Caucasian  (Anglo-Saxon  or  Portuguese)  ; 
48.  or  6  per  cent,  are  part  Hawaiian  and  part  Chinese.  Table  2  and 
Graph  II  give  comparative  percentages  as  regards  all  teachers  for 
the  years  1010  and  1918.  respective!}'. 

Table  1. — ])istrilnii'n)ii    of  e^eincnta nj   tcacltcr.s   hy   raf-Uil   descent. 


Races  (nnmixed). 

Hawaiian  mixed  with— 

Mis- 
cel- 
lane- 
ous 
mix- 
tures. 

Anglo- 
Saxon. 

Por- 
tu- 
guese. 

lla- 
"V7ai- 
ian. 

Chi- 
nese. 

Jap- 
anese. 

Total. 

Cau- 
ca- 
sian. 

Chi- 
nese. 

Jap- 
anese. 

Chi-  j 
nese 

ca-  1 
sian.  1 

Total. 

Nuin?>cr  of  teachers. 
Per  cent  of  teachor.s. 

803 
40 

12 

72 
9 
9 

.69 
9 

37  i      577 

oj 

2  139 
18 

48  ' 3      1    190 

6| 0.5  I 

9..n 

-4 
0.5 

771 

100 

Per  cent  by  races 

52 

14 

100 

! ! i i    " 

1  2  Koreans  included. 

2  This  includes  mixtiu-es  with  jVuglo-Saxons  and  Portuguese' 

3  3  of  Malay  race  and  1  African-Cherokee  Indian. 


Graph  I. — Distribution  of  teachers  by  racial  descent. 


146 


A   SURVEY   OF   EDUCATION    IN    HAWAII. 


Table  2. — ('(nnijaratirc  tahic  of  racial  descent,  includlrm  all  teachers  as  com- 
jiiited  by  the  superintendent  of  public  instruction  i}i  1910  and  J91S,  and  data 
from  quest iotinuires  in  1919-20. 


]Vr  cf-nt  of  disti 
t  eacher 

•ibution  o 

s. 

f  ^ 

Races  (unmixed). 

Hawaiian  mixed  ■« 

ith— 

\  Anglo- 
' Saxon. 

Portu- 
guese. 

Ha- 
waiian. 

Chi- 
nese. 

Japa- 
nese. 

Cau- 
casian. 

Chi- 

iiese.i 

I   Japa- 
nese. 

Miscel- 
jlaneous. 

Per  cent  in  1910.. 

.     2  39.5 
.        44 
.     240 

8 
9 
12 

15 
8 
9 

3 

8 
9 

3 

5 

30 
26 
24.5 

!           4.5 

Per  cent  in  1918.. 

...        ;       2.0 

I'er  cent  in  1919  . 

1 

1  Includes  mixtures  with  Anglo-Saxon  and  i'ortuguese. 
■-  tj  per  cent  British  in  1910  and  1.7  per  cent  in  1919. 
^  2  Japanese  teachers  among  the  total  of  501 . 

Gr\ange  in    DL5trLt7ution  of    Rc^cic^i!    De6cent 
of    "Teachers. 


(lUAPH    II. 


From  the  facts  set  forth  above  the  problem  of  teacher  siippl}^  for 
Hawaii  would  .seem  to  present  two  minor  prol)lems  for  future  con- 
sideration. The  first  of  these  is  the  problem  of  recruiting  teacliers 
from  mainland  America.  Not  for  many  years  to  come  will  the  Ter- 
ritory be  prepared  to  train  all  of  its  teachers.  From  another  point 
of  view  it  should  probably  never  seek  to  do  this.  Where  city  school 
systems  in  America  train  teachers  locally,  they  are  coming  to  realize 
that,  in  order  to  avoid  too  great  inbreeding,  it  is  advisable  to  pre- 
l^are  not  more  than  60  to  TO  per  cent  of  the  teachers  in  a  local  insti- 
tution. So  that  Hawaii  ought  not,  in  all  likelihood,  to  look  forward 
to  a  reduction  of  her  "  outside  "  supply  of  teachei-s  much  below  35 
per  cent  of  the  entire  teaching  staff.  The  commission,  therefore,  be- 
lieves til  at  some  suggestion  for  the  securing  of  mainland  teachers  will 
be  in  order,  the  discussion  of  which  will  be  taken  up  later. 

The  other  problem,  implied  above,  is  that  of  recruiting  local  or 
island  teachers.  It  touches  both  the  procedure  with  reference  to 
certificating  teachers  through  the  Territorial  department  of  educa- 
tion and  the  present  status  of  training  teachers  in  the  Territorial 
normal  and  training  school.    Both  of  these  matters  will  likewise  be 


TEACHING   STAFF,   PUBLIC   ELEMENTARY   SCHOOLS. 


147 


dealt  with  in  later  sections  of  this  chapter.  At  this  point,  however, 
it  may  be  well  to  point  out  certain  items  of  local  importance  and 
interest.  With  a  proportional  decrease  in  the  supply  of  pure 
Hawaiian  teachers,  and  with  the  supply  of  Part-Hawaiians  remain- 
ing at  about  the  same  percentage  from  year  to  year,  the  Territory 
will  luive  to  depend  on  an  increasing  number  of  teachers  of  Asiatic 
descent.  Within  a  decade  or  two  an  increase  of  Chinese  and  Japa- 
nese teachers,  until  they  represent  one-fourth  of  the  teaching  body, 
is  not  at  all  improljable.  Furthermore,  in  view  of  present-day  rates 
of  population  increase,  it  is  safe  to  estimate  that  such  a  group  Avill  be 
Aery  largely  Japanese. - 


DISTKinUTIOX    HY    SEX!    >iARKIED    AND    ITN3rARRIED. 

Table  3  and  Graph  III  show  the  distribution  of  770  married  and 
unmarried  tenchers  according  to  sex.  The  most  interesting  fact  to 
be  noted  is  the  high  per  cent  (31)  of  married  v>'omen  teaching  in  the 
schools  of  Hawaii.  The  commission  believes  this  is  not  equaled  for 
an}^  similar  area  or  population.  In  some  instances  man'ied  couples 
are  engaged  in  school  v7ork,  and  the  arrangement  has -proved  highly 
satisfactory.  Indeed,  in  two  or  three  cases  only  was  the  Federal 
commission  able  to  discover  that  the  presence  of  a  man  and  wife 
on  a  school  staff  had  been  the  source  of  trouble  and  discord.  The 
employment  of  married  couples  from  the  mainland,  where  both  par- 
ties have  had  training  and  teaching  experience,  offers  one  plan,  at 
least,  whereby  teachers  from  America  might  find  teaching  conditions 
in  the  remoter  sections  of  the  islands  more  tolerable,  in  consequence 
of  which  they  might  accept  longer  periods  of  servdce  in  the  schools. 

Of  the  240  married  women  in  Table  3,  however,  ail  but  the  few 
exceptions  referred  to  aboA^e  are  the  wives  of  employees  of  planta- 
tions or  of  those  holding  clerical  and  other  positions  in  the  larger 
communities.  The  classroom  work  of  these  teachers  does  not  suffer  in 
comparison  Avith  that  of  unmarried  teachers.  And  while  the  large 
percentage  of  married  teachers  is  explained  for  the  most  part  by  year 
to  year  emergencies  touching  teacher  supply,  the  commission  desires 
to  recommend  the  practice  for  pennanent  procedure. 

Tatu.e  3. — Di.strihiitlon  of  school-tcacJiers  hy  s(:c:  inarrird  and  unmarried.  . 


Men.                                           AVomen. 

Grand 
total. 

Teachers. 

Married. 

Unmar- 
ried. 

Total.      Married. 

Unmar-       m^^, 
ried.         T^^^- 

Number 

48 
6 

31 

'                  i                  i 

770 

Per  cent 

4  i                if)                  SI    i               .W  !               90 

2  The  enrollment  of  students  in  the  Territorial  normal  school,  Oct.  31,  1919,  showed  a 
total  of  423,  of  whom  205  were  Ctunese  and  Japanese, 


148 


A   SURVEY   OF    EDUCATION    IN    HAWMI. 


^wts-narriCdj 


51% 


Gkaph  III. — Sex  of  married  and  unmarried  teachers. 

There  is  a  dearth  of  men  teachers  in  the  Territorial  schools,  and 
the  groupin<;s  of  Table  3  indicate  to  what  an  extent  this  is  the  case 
in  the  elementary  field.  The  total  of  79  men,  or  10  per  cent  out  of  a 
grand  total  of  770  replying  to  this  c^uestion,  includes  men  who  serve 
as  school  principals  and  as  special  subject  supervisors  or  teachers — 
manual  training,  for  example.  If  these  were  segregated,  the  number 
of  men  engaged  as  classroom  teachers  would  be  negligible  indeed. 
The  Hawaiian  schools  therefore  are  true  to  type  in  this  particular, 
and  the  field  of  elementar^r  education  is  given  over  to  the  work  of 
women  in  accordance  with  prevailing  conditions  in  America.  But 
the  Federal  commission  believes  more  men  should  be  found  in  the 
classrooms  of  the  islands.  While  this  can  not  perhaps  be  accom- 
plished by  dependence  on  recruiting  from  the  mainland,  it  is  believed 
that  young  men  of  the  Territory  itself  may  be  led  to  enlist  in  the 
work  of  the  schools.  Such  work  does  not  have  to  compete  to  the  same 
degree  of  intensity  as  on  the  mainland  with  remunerative  work  in 
other  fields  of  enterpris(\     Furthermore,  a  teaching  position  in  tlie 


TEACHING   STAFF,   PUBLIC!    ELEMENT^-RY   SCHOOLS. 


149 


archipelago  carries  a  comparatively  higher  degree  of  dignity  and 
recognition  than  elsewhere.  But  in  the  recruiting  of  men  locally 
much  will  depend  on  the  organization  of  a  professional  course  of 
teacher  training  which  will  appeal  to  alert  and  vigorous  and  ambitious 


Younii'  men. 


DTSTRIiiUTIOX   BY   AGE. 


Tiie  distribution  of  tlie  elementary  staff  according  to  age  is  shown 
by  means  of  Table  4  and  Graph  IV.  It  should  be  read  as  follows : 
Of  771  persons  answering,  56  were  under  20  years  of  age;  278  were 
])etween  20  years  and  24  years  and  11  months,  etc.  The  median  age 
of  the  elementary  teacher  is  26  years  and  6  months.  One-fourth  of 
the  teachers  are  under  22  years  of  age,  the  youngest  being  17  years; 
one-fourth  are  34  years  or  more,  the  oldest  being  78  years.  The  middle 
50  per  cent  group  has  an  age  range  of  22  years  5  montlis  to  33  years 
8  months.  In  1916  the  median  for  Cleveland  teachers  was  31  years, 
or  5  3-ears  above  that  for  Hawaii  in  1919;  the  range  for  Cleveland's 
middle  50  per  cent  was  31  to  40.  In  the  more  recent  St.  Louis  survey- 
the  median  teacher  reporting  was  29  years  and  5  months  of  age,  and 
tl.ie  range  for  the  middle  50  per  cent  was  between  24  years  and  38 
years  and  6  months. 

From  the  point  of  view  of  impressionability,  responsiveness  to  sug- 
gestion, resourcefulness,  a  very  great  majority  of  the  Hawaiian 
teaching  body  is  at  work  during  the  best  possible  age  period.  But. 
on  the  other  Jiand,  whatever  of  advantage  may  be  gained  b}^  tho 
above  ma}^  be  offset  in  Hawaii,  possibly,  by  lack  of  experience  and  an 
immaturity  caused  hy  such  factors  as  isolation,  provincialism,  and 
poor  preparation. 

Tablp:  4. — Af/vy<  of  77/   tcaelicrx  report ing. 


Un- 
der 20 
years. 


Number 
teachers. . 


20  to 
24-ni 


25  to 
29-U. 


107 


30  to      35  to 
34-11.    39-11. 


105  I 


40  to      45  to 
44-11.    49-11. 


07 


50  to 
54-11. 


55  to 
59-11. 


60  to 
&4-11. 


•  65 
and 
over. 


Total. 


771 


'  21-11  means  24  years  and  11  m.ontlis. 
Youngest,  17;  lower  quartile,  22-5:  median  age,  26-C;  upper  quartile,  33-8;    oldest,  78. 

The  upper  range  of  ages  in  Table  4  is  influenced  b^r  replies  from 
principals,  although  this  group  is  not  represented  fully  enough  to 
justify  a  separate  tabulation.  Practically  all  principals  appear  in 
the  upper  fourth  of  the  table.  The  truth  is  that  many  of  the  princi- 
palships  are  in  need  of  nevv  and  younger  blood.  Adequacy  of  super- 
vision throughout  the  island  group  must,  to  a  considerable  extent  at 
least,  wait  on  the  provisi(Mi  of  a  uniformly  high  standard  of  leader- 
ship, nowhere  less  so  than  in  the  case  of  the  principalships.     This 


150 


A   SURVEY   OF   EDUCATION    IN    HAWAII. 


is  not,  it  should  be  said  in  fairness,  an  attempt  to  arraign  the  entire 
staff  of  principals.  Indeed,  some  of  the  oldest  among  them,  whether 
in  years  or  in  point  of  service  in  Hawaii,  are  unquestionably  the 
most  efficient.     The  varying*  ability  of  principals  is  commented  on 

Nd.  of  Tea<li< 
^^ 

MiadU   Fift^^    Per  Gent 
Meai<jn 


iUtr2o^dH^  ^5 


30   jy    ^0 

H5 

A    3    «   5 

GiiAPH  IV. — Ages  of  { 

'uchci 

JS'JfHM. 


in  the   questionnaire   rei)lies   from   tlie   teachers,   among   which   the 
following  are  representative  : 

"Some  principals  are  vei-y  helpful,  some  are  never  lielpfiil." 
"  Tlie  schools  need  intelligent  principals  wlio  can  speak  gootl  English." 
"We  need  principals  with  a  fair  knowledge  of  modern  pedagogj^  and  child 
psychology  and  with  a  personality  to  inspire  respect  and  courtesy." 
"  AVe  nt^d  younger  principals  with  up-to-date  points  of  view." 


TEACHING   STAFF,    PUBLIC   ELEMENTARY   SCHOOLS.  151 

ASSIGXMEXT  OF  GRADES  TU  TEACHERS  AND  OF  FUPILS  PER  ROOM. 

Table  5  represents  the  roj^lies  of  751  teachers  with  reference  to  the 
mimber  of  grades  assigned  per  teachei'.  In  this  regard  the  isknds 
make  a  remarkably  fine  showing.  When  the  extent  of  rural  condi- 
tions is  taken  into  account  it  is  doubtful  if  any  similar  area  on  the 
mainland  has  such  a  large  per  cent  of  its  teacliers  in  charge  of  rooms 
Avhere  the  number  of  grades  per  teacher  is  as  happily  arranged. 
That  is  to  say,  of  751  teachers  reporting.  5G2  haye  one  grade  each,  82 
ha  ye  two  grades  each,  45  do  departmental  work  (column  6),  and 
62  only  (columns  3,  4,  5)  of  those  in  rural  sections  are  obliged  to 
teach  under  this  type  of  unfayorable  conditions.  Expressed  in  per- 
centages, fully  80  per  cent  of  the  teachers  (columns  1  and  6)  have 
ideal  assignments  as  to  number  of  grades  in  a  classroom. 

The  advantage,  however,  is  very  much  offset  b}^  overcrowded  class- 
rooms. True,  the  overcrowding  is  no  Avorse  than  may  be  found  in 
very  many  mainland  communities,"  but  classes  are  much  too  large 
for  effective  work,  and  all  the  more  so  in  view  of  the  enormous 
struggle  which  the  teacher  niust  carry  on  against  the  so-called 
"  pidgin  •'  English  of  the  pupils.  An  examination  of  the  number 
of  pupils  per  room  in  the  case  of  212  classrooms '"  gives  the  following 
facts :  The  median  number  of  pupils  per  room  is  38,  the  lower  quar- 
tile  is  33,  and  the  upper  quartile  is  45.  These  figures  indicate  that 
probably  three-fourths  of  all  the  classrooms  in  the  Territor}'^  have  a 
larger  enrollment  than  present-day  opinion  sanctions,  namely,  30,^ 
and  that  in  one- fourth  of  the  classes  tlie  pupils  range  in  number 
from  45  to  72.  Gooil  teaching  under  conditions  like  this  can  not 
be  done,  and  the  department  of  education  should  not  expect  it. 
Among  the  suggestions  for  improvement  of  the  school  system  which 
were  sent  in  by  the  teachers,  the  problem  of  overcrowding  is  one 
of  those  receiving  most  emphasis.  "  Our  early  grades  are  so  over- 
crowded," writes  a  teacher,  ''  that  proper  training  is  impossible, 
causing  many  to  repeat  the  work  over  and  over  three  or  four  times." 
The  replies  of  hundreds  of  teachers  reflect  the  same  opinion  and 
couple  with  it  the  specific  recommendation  that  a  maximum  of  30 
pupils  per  teacher  be  established  for  the  first  grade  and  a  maximum 
of  35  pupils  per  teacher  for  the  other  primary  grades.  The  Fed- 
eral commission  heartily  concurs  in  this  recommendation. 

•''  E.  g..  see  Report  of  the  St.  Louis  Survpy  Commisssion,  p-  200. 

*  80  rooms  st^leoted  at  random,  29  rooms  r«-ix>rtfd  by  the  principal  of  Hilo  Union  School, 
103  rooms  reported  by  the  supervising  principal  of  Kauai. 

'-  In  this  connection  see  the  table  giving  the  number  of  children  per  teacher  in  the  public 
schools  of  50  American  cities  of  100,000  population  and  over  for  1917-18,  Amer.  Sch.  Bd. 
Jour.,   Jan.,    1920,   p.   58. 


152  A   SUHVEY  OF  iZ>UCATiON    IX    HAWAII. 

I'AKjLi-:  -1. — Assignin.oit  of  teachers  by  gnide  ur  f/rades. 


Teachers  oil 

grade  orhfilf 

^rade. 

Teaches  of  2 
grades. 

Teachers  o 
grades. 

f3 

Teachers  014 

grades. 

Tp«r.-h«>r<;  of.     Teachers  Of  su'n. 
oimJreSades      Jects  in  depart- 
oi  more  graae... ,  jnental  sj^stems. 

s 

t 

'3 

1 

■5 

3 

4 

£ 

3  i          2 

^<  j         O          - 

T 

180 

lai 

90 
08 
52 

.31 

17 

17 

I  and  II... = 

II  and  HI. 

Ill -and  IV 

IV  and  V. 

V  and  VI. 

VI  and 
^TI. 

VH    and 
VIII. 

21 
13 

1.7 

11 

9 

2 

8 

I  to  HI.... 

II  to  IV... 

mtov... 

TV  170  VI.. 
VtoVH-. 

VI  to  VIIT 

S 
2 

2 
5 
3 

I  to  IV. . . . 

II  to  v.... 

c 

ItoV !    7 

ItoVI....!    3 

it.ovn_..L.. 

I  to  VIII..      4 
ilisoellane-     9 

OUS.             j 

T.vi,vn 

VI,  VM, 

fni. 
IV,  V 

VII.  VIII. 
HI  to  VI.. 

n^toviii 

G 
6 

r» 

10 

IT 

Ill 

III  to  VI.. 

IV  to  VII . 
V. to  VIII. 

2 

TV 

V 

VI 

VII 

vin 

Total 

l._.._ 

'                   — r 1        1 

5G2 

"'  1 

27, 

12 

1 2.^ 

45 

■ 

'i 

EDUCATIUX  A2s'I)  Ti(JvINrX<i  (:»F  TliE  ELEMEXTARY  .STAKE. 

Table  6  gives  a  summaiy  of  facts  touchmg  the  educiition  anJ  prep- 
aration of  tlie  781  members  of  the  elemental^  staff  who  answered  this 
question.  Of  this  number,  533,  or  68.2  per  cent,  have  been  prepared 
in  the  Territory  of  Hawaii ;  248,  or  31.8  per  cent,  have  been  prepared 
outside  the  Territory.  These  proportions  are  in  themselves  excellent, 
but  an  analysis  of  each  group  shows  that  the  department  of  educa- 
tion has  had  to  accept  much  irregularity  of  preparation  in  its  quest 
for  teachers.  Of  the  248  teachers  from  without  the  Territory,  three- 
fourths  have  had  14  or  more  years  of  preparation,  as  follows  : 

111  represent  elemerttary-seliool  graduation  find  Mgh-scbool  gradutiiion  pJns 
normal-school  graduation    (2  years  course). 
10  represent  elementary-scliool  graduation  plus  Mgh-scliool  graduation  plus 
smne  ealtege  work. 
5  represent  elementary-scliool  giadnation  plus  liigli-school  gi-adiiatiou  plus 
some  normal-school  work  plus  some  college  vrork. 
33  represent  elementary-school  graduation  plus  high-school  graduatimi  i>lu« 

normal-school  graduation  and  some  college  work. 
18  represent  elementary-school  graduation  plus  high-school  graduation  plus 

college  graxluation. 
^  r^^resent  elementary-school  graduatioii  pins  Mgh-schof>l  graduation  plus 

normal-school  graduation  pins  college  graduation. 
2  represent  -elementary-school  graduation  plus  high-school  graduation  plus 
college  graduation  plus  graduate  study. 

The  remaining  one-fourth  of  the  248  have  had  irregular  prepara- 
tion in  high  schools  or  poor-grade  normal  schools,  the  total  years  of 
training  for  each  amounting  to  elementary  and  high  school  prepara- 
tion or  less,  and  3  were  not  even  graduates  of  an  elementary  school. 


TEACHING   STAFF,    PUBLIC    ELEMEXTAEY   SCHOOLS. 


153 


Tai;le 


-Ediu-ath.'ii  uiu.l  traininci  of  public  ele-mcu-ktrj/  sell' 
■sijccifjcaui/  reported  hu  781  persons. 


>l  sinff  as 


"White  teachers. 

Others 
trained 

in 
Hawaii." 

Total. 

■ 

E'lii::-al  ion  111101  training. 

Trained 

on  main- 

iand.i 

Trained 

in 
Hawaii.- 

Total 
IvTcont. 

liess  than  e^emeatarjr  selioo^  sfradifartian . 

3 

1 

3 
0 

13 
10 
61 
5 
10 

*d 

3 
534 

1 

12 
13 

.^4 
19 
144 
21 
24 

5  21 

550 
5 

1« 
19 

r.7 
59 

216 
36 
39 
^3 

195 
11 
11 

2  3 

Elementary  school  graduation 

2.4 

Element  ary  school  CTsdnat  ion  an  d— 

Some,  normal  school  trainins; 

S.5 

Some  high  school  t-rain  inz ' 

10 
11 
10 

5 
13 

11 

<111 

10 

5.0 

Normal  school  ur^duaiion 

27.0 

High  school  graduation 

4.5 

SomC-high  school  and  normal  school 

5  0 

Some  hi^  school  and  normal  school  gradnatlDn  J 
High  school  gradu  ation  and— 

^ome  normal  school  training...  .          .  . 

5.4 
2  6 

Normal  school  graduation , 

25.0 

Sofmecol'egr.- . ., , , , 

1.4 

Some  normal  school  and  some  college 

■Some  normal  school  and  college  graduatioji 

1.4 

Normal  school  graduation  and  some  college 

College  gradnatioii 

33 
18; 

3 
1 

1 

38 
19 

2 

4.8 
2.4 

Normal  school  and  college  graduation 

Co'lege  grafliiatioiiand  advanced  study 

-"---"-• 

.9 
.3 

Total 

248 
31.8 

I5S 
20.2 

37.5 
4S.0 

7S1 

99.0 

Percent 

99.0 

1  Twelve  trained  in.  British  possessions. 

2  Include  Anglo-Saxon  and  Portuguese  teachers  and  some  Anglo-Saxons  having  had  a  very  litt  le  1  cgin- 
ning  training  in  United  States. 

3  Two  trained  in  Japan. 

*  Two-yearcomse  or  more. 

^  One-year  course,  average  amount  in  Territorial  Normal  and  Training  School. 

On  the  whole,  however,  conditions  of  preparation  for  teaching  is 
much  better ;  in  fact,  about  two  years  better,  in  the  case  of  those  teach- 
?ers  who  enter  the  service  from  abroad. 

Of  the^'')53  home-trained  teachers,  84  g-radiiates  of  high  schools  only 
have  gone  on  to  the  normal-school  graduation,  which  in  Hawaii  rej:)  ■ 
resents  one  additional  y^ar;  and  14  otlier  persons  only  have  gone 
beyond  high-school  graduation  into  some  normal  school  or  some  col- 
lege work,  and  of  the  latter  only  two  attained  college  graduation. 
A\liv  so  few  high-school  graduates  in  Hawaii  go  on  to  the  Territorial 
Normal  School  is  a  question  that  engaged  the  attention  of  the  Federal 
commission,  until  it  became  apparent  that  the  normal  school,  through 
its  administration,  was  known  to  disfavor  this  plan  of  preparation 
for  teaching,  seeking  rather  to  recruit  direct  from  elementary-school 
graduates. 

The  remaining  teachers  of  the  grouj:)  localty  trained,  455  in  num- 
ber, are  distributed  in  columns  2  and  3  in  Table  6,  and  show  tlie  fol- 
lowing diversity  of  training: 

JO  have  gone  from  liigh-sehool  pjradiiatifm  into  normal  school,  but  lijive  not 

completed  that  course. 
U")  luive  had  le.'^s  than  a  complete  elementary-school  training-, 
11)  have  Imd  only  elementary-school  training-. 


154  A   SURVEY   OF   EDUCATIOX    IN    HAWAII. 

(57  have  gone  from  the  eieiiieiitary  school  to  the  normal  st'liool  and  from  there 
into  teaching  before  graduating  from  tlie  normal  se]ior)j. 

36  have  completed  high-school  gradnation  and  gone  direct  into  teaching. 

89  Iiave  gon.e  into  teaching  from  the  high  school  and  before  graduation. 

39  have  had  some  higli-scliool  and  some  nornTal-school  work,  but  are  graduates 
of  neither. 

259  (216+43)  have  completed  normal-srhool  graduation. 

The  significance  of  the  list  is  that  it  represents  too  low  standards 
of  preparation  in  comparison  with  modem  progressive  school  sys- 
tems. At  best  it  shows  but  12  ^^ears  of  education  and  training  for 
the  bulk  of  the  teachers,  equivalent,  in  other  words,  to  elementary 
and  high  school  graduation.  The  best  opinion  on  the  mainland  is 
calling  for  two  additional  years  or  a  total  of  14  years  of  prepara- 
tion, divided  into  an  elementary  period  of  6  to  8  years,  a  secondary 
period  of  4  to  6  years,  and  on  top  of  this  a  tAvo-year  period  of  spe- 
cialized training  in  the  art  of  teaching. 

After  visiting  hundreds  of  classrooms  the  commission  is  con- 
vinced of  the  need  of  a  longer  period  of  preparation.  The  personnel 
of  the  prospective  teachers,  and  the  peculiar  drawbacks  which  the 
schools  face  with  reference  to  correct  speech,  give  undoubted  em- 
phasis to  this  need.  There  are  too  many  immature  teachers  in  the 
schools,  most  of  whom  can  not  realize  the  importance  of  the  tasks 
before  them.  Too  many  of  this  type,  moreover,  are  in  overcrowded 
lower  grades.  The  school  authorities  should  seek  to  raise  the  standard 
of  preparation  for  local  candidates  b}'  raising  tlie  entrance  require- 
ments to  the  normal  school.  Entrance  should  he  based  on  graduation 
from  a  four-year  high  school.  In  this  connection  the  commission 
feels  that  the  small  percentage  of  teachers  who  have  graduated  from 
a  high  school  and  taken  the  one-year  course  at  the  Territorial  Xormal 
have  shown  themselves  to  be  more  resourceful  in  the  classroom  than 
those  who  have  taken  the  four-year  course  following  graduation 
from  an  elementary  school. 

LENGTH   (J¥    SI;RV1CE   IX    HAWAIIAN    SCHOOLS. 

Table  7  and  Graph  V  give  a  distribution  of  the  777  elementary 
teachers  nnswering  to  the  question  regarding  length  of  service  in 
Hawaii. 

For  the  entire  group  the  median  length  of  service  is  3.47  years, 
the  middle  50  per  cent  ranging  from  1.12  years  to  8.31  years.  This 
is  much  too  low  for  any  teaching  bod3^  It  means,  of  777  teachers, 
182,  or  23  per  cent,  were  in  their  first  term's  work;  103,  or  13  per 
cent,  were  beginning  their  second  year's  work.  At  the  othe*'  extreme 
19  had  seen  25  or  more  years  of  service.  The  mediiui  for  Caucasian 
teachers  (Anglo-Saxon  and  Portuguese)  from  the  local  field  is  6.42 


TEACHING   STAFF,   PUBLIC   ELEMENTARY  SCHOOLS,  155 

years  of  service,  the  lo^Yer  and  upper  qiuirtile  being  2.87  and  13.08 
3'ears,  respectiA^ely ;  while  that  for  other  local  teachers  is  somewhat 
less,  4.36  years,  with  1.61  years  and  9.13  years  as  the  lower  and  upper 
quartiles.  The  medians  for  these  groups  are  nearer  normal  condi- 
tions. Each  would  be  several  points  higher  but  for  the  fact  that  a 
great  increase  in  school  population  has  caused  the  rapid  addition  of 
new  teachers.  . 

Greater  interest,  however,  attaches  to  the  facts  concerning  main- 
land teachers,  who  have  been  much  criticized  for  their  short  tenure 
of  service  in  the  islands.  "  The  tourist  teacher,  out  for  a  holiday 
year,*'  is  a  typical  comment  upon  them.  Of  these,  California-trained 
teachers  are  said  to  he  the  chief  offenders.  The  table,  it  will  ])e  seen, 
gives  some  basis  for  the  above  criticism,  and  explains  fairly  well 
why  the  average  length  of  service  for  cdl  teachers  is  so  low.  The 
median  for  the  mainland  group  is  1.72  years.  That  is  to  say,  more 
than  one-half  of  these  teachers  have  not  yet  completed  the  second 
year  of  island  service — 152  out  of  281 — and  110,  indeed,  are  in  the 
first  year  of  such  work.  This  means,  of  course,  that  the  mainland 
teacher  group  is  a  very  fluctuating  one.  a  condition  which  makes  it 
all  the  easier  for  those  who  by  inclination  resent  the  presence  of 
the  •'  outsider  "  to  dravv^  conclusions  as  to  her  ''  insincerity  "  and  *'  in- 
difference." Inexperience  in  the  classroom  is  a  partial  explanation 
as  to  those  especially  who  are  recruited  from  the  Pacific  coast,  for  of 
247  mainland  teachers  replying  to  the  question  regarding  pre- 
Hawaiian  teaching  experience,  95  have  reported  none,  a  proportion 
which  is  ofreater  than  1  in  3. 

But  something  may  be  said  in  behalf  of  the  teachers  who  go  to 
Hawaii  from  the  United  States.  The  very  great  majority  of  them 
are  not  adventurers  seeking  a  year  of  idleness  at  Territorial  expense. 
In  point  of  fact  very  few  are  of  this  sort.  Nearly  all  of  them  are 
rendering  good  service,  even  though  it  ])e  for  a  short  period.  Re- 
sponsibility for  frequent  changes  and  frequent  returns  of  teachers 
to  the  mainland  has  lain,  for  the  most  part,  with  the  department  of 
education.  The  department  has  in  a  number  of  schools  failed  to  pro- 
vide the  living  accommodations  which  it  has  assured  teachers  would 
be  found.  Too  man}^  teachers  have  had  to  start  working  in  isolated 
places  under  such  trying  conditions  that  a  whole  term's  teaching  has 
been  required  to  overcome  the  disappointment  and  chagrin.  The 
department  of  education  should,  in  the  opinion  of  the  commission, 
give  immediate  and  thorough-going  attention  to  the  comfortable^, 
housing  of  the  teachers.  In  addition  to  the  problem  of  housing,  the 
department  needs  to  devise  a  better  method  of  i)lacing  teachers. 
When  these  two  problems  have  been  more  happih^  arranged,  not  only 
will  mainland  teachers  be  willing  to  continue  longer  in  the  service. 
10146°— 20 11 


156 


A   SUEVEY   OF   EDUCATION    IX    HAWAII. 


but  the  department  will  be  justified  in  requiring  contracts  for  two 
or  more  j^ears  of  teaching  from  those  newly  appointed. 


Table 


-T.ru [It h    of    ■service    in    the    ■svIiooIh    <>(    Hawaii    to    December,    1919. 
Rpcmfiealh/  retiorted   hi/  777   teachers. 


Caiieasian  teaclier:'— 

All  other 
teachers. 

Niiinber  of  years. 

From 
mainland.! 

Ol 
Hawaii. - 

Total. 

0-0.9 - - --- 

119                                                              

110 
42 
So 
16- 

16 
10 
11 
11 

56 
51 
31 
29 
29 
27 
11 
18 
12 
17 
43 
18 
7 
6 

182 
103 

2                          

•:t                                                               

5f> 

1                  -.. 

9 

9 

47 

6  !                   8 

7  j                  13 
10  !                   9 

5  i                  11 
3  I                    2 
19                    15 
9  i                  10 

41 

p                                                               

31 

7          

37 

s 

28 

0-9. 9 

10  14.9 

22 

77 

15  19. 9                     

37 

20  24  9                                               

4 
6 

9 

7 

20 

19 

Total - 

Lower  quartile 

281 
0.64 
1.72 
6.39 

141 

2.87 
6.  42 
13.  OS 

355 
1.64 
4.3G 
9.13 

777 
1.12 
3.47 

Upper  quartile 

S.31 

Vi'hite  teachers 
from  mainland 


White  teacher: 
of  Hawaiian 
Islands 


Otlicr  teachers 


All  of  the 
teachers 


1  Caiuea^ian  includes  Anierleans  and  other  Anglo-Saxons. 

2  Inckides  Anglo-Saxons  and  Portuguese. 


GuAPH  y. — Leng-th  of  servict^  of  middle  .".()  per  cmt  of  teachers 


Table  S  supplements  Table  7  by  presenting  facts  as  to  the  number 
of  years  teachers  have  been  in  present  positions. 

There  is  something  to  be  said  in  favor  of  teachers  who  can  take 
advantage  of  experience  on  different  islands  of  the  archipelago,  but 
there  is  hardly  justification  for  such  wholesale  changes  as  occur  from 
year  to  year.  Apparently  there  are  frequent  changes  from  school  to 
school  on  each  island,  much  more  so  than  from  island  to  island. 


TEACHIIsG   STAFF,   PUBLIC   ELEMEIsTAEY   SCHOOLS. 


15' 


VIembers  of  the  comiaissioii  foiind  sekoois  Yv'ith.  six^  seven^  and  eight 
teachers  where  all  but  one  or  two  of  the  entire  staff  were  new  to  the 
^hool  and  communitY.  The  table  bears  this  out.  Of  TG-i  teachers 
isted,  46  pter  cent  (355)  are  new^  to  their  environment:  and  almost 
rO  ]wv  cent  of  them  (3554-112-f61)  have  not  been  three  years  in  their 
oresent  positions.  The  facts,  it  will  be  realized,  make  more  emphatic 
he  problem  of  teacher  ph:icement  which  the  department  of  education 
nnst  meet. 

Table  8. — Tenure  of  teachers  in  present  school  on  Dec  L  1910. 


Under 
j  I  year. 


•s umber  of  tcacliers. 


3-3.9 


4-5.0    .    5-0.9 


32 


8-8.9    :    9-9.6 


N'lniiher  nf  teachers . 


20  !         10 


10-14.9 


15-19.9    20-24. 


33 


25-29.9 


30  and 
over. 


Total. 


764 


IMIROVEMENT    OF    TEACHEES    AFTER    EXTEP.INC^ 

SYSTEM, 


THE    HAWAIIAN    SCHOOL 


Table  9  presents  the  distribution  of  730  teachers  with  reference  to 
tlie  extent  of  special  training  or  additional  training  since  entering 
the  service  in  the  Hawaiian  schools.  Of  these.  566.  or  78  per  cent, 
have  not  sought  additional  training  either  through  summer  schools 
or  other  educational  institutions.  This  is  in  part  exj^lained  by  a 
general  attitude  that  the  diploma  of  high  school  or  of  normal  school 
or  of  college,  as  the  case  may  be.  represents  a  completion  of  formal 
education  for  teaching:  that  nothing  further  is  needed,  once  full 
certification  has  been  met.  It  would  be  unjust,  however,  to  assume 
that  there  is  no  desire  for  the  additional  growth  that  such  agencies 
might  offer  among  the  566  members  of  the  staff.  The  commission, 
in  truth,  believes  that  opinion  among  these  teachers  would  favor  the 
extension  of  such  agencies  as  are  now  available. 

Table  0  shows  that  20  per  cent  (147)  of  the  teachers  reporting  have 
taken  some  special  training:  all  but  19  of  the  1A7  have  attended  from 
one  to  several  of  the  summer  school  sessions  which  the  department 
of  education  has  maintained  at  the  Territorial  Normal  School  or  at 
the  very  successful  summ.er  school  organized  in  1919  near  the  Vol- 
cano House,  on  the  ishind  of  Hawaii.  Of  the  others,  3  have  added 
some  high-school  work.  2  some  college  work,  and  14  have  had  special 
courses  in  music,  business  procedure,  or  in  correspondence  work. 
Xo  modem  school  svstem  would  care  to  stand  on  such  a  meaner  show- 


158  A   SURVEY   OF   EDUCATIOX   IX    HAWAII. 

ing  as  this  seems  to  imply:  and  the  Hawaiian  school  system,  to  judge 
b}'  its  Slimmer  school  achievement  of  last  season,  is  not  content  with 
the  present  status.  As  a  matter  of  fact,  the  i)resent  department  of 
education  is  aware  of  the  inadequacy  of  opportunities  whereby  the 
teachers  of  the  Territory  may  be  kept  abreast  of  progressive  move- 
ments in  education  in  general  as  Avell  as  of  changing  methods  in  the 
art  of  teaching.  It  has  plans  for  the  extension  of  last  summer's 
experiment  to  all  of  the  islands.  It  is  to  be  hoped  the  Territorial 
government  will  provide  funds  sufficient  to  bring  about  this  highly 
needed  extension.  Along  this  line  the  following  suggestions  are 
made : 

1.  Conduct  summer  sessions  in  1920  on  at  least  two  of  the  islands, 

each  session  to  run  for  a  period  of  six  to  eight  weeks. 

2.  Arrange  the  program  of  courses  in  such  a  way  that  some  of  the 

lecturers  may  alternate  between  the  two  sessions. 
8.  For  tlie  year  1921  and  thereafter  conduct  summer  sessions  on 

two  islands  alternately. 
4.  Kequire  teachers  to  attend  one  of  these  sessions  every  other  year 

or  show  some  e(|uivalent  work;   for  example,  study  at  the 

Colieo:e  of  Hawaii  or  studv  at  some  mainland  school  or  a 

professional  reading  course. 
Referring  to  Table  9.  it  will  be  seen  that  the  Haw^aiian  teacher 
seldom  gets  an  op|X)rtunity  for  advanced  study  on  the  mainland. 
Only  2  per  cent  of  730  teachers  indicate  either  study  or  observation 
at  mainland  institutions  after  having  accepted  positions  in  Hawaii. 
Just  how  large  a  per  cent  one  should  expect  for  this  group  is  a 
question.  The  distance  and  the  cost,  as  well  as  the  limited  means  of 
transportation,  are  insurmountable  barriers  for  the  teaching  staff 
as  a  whole  and  for  a  decided  majority  of  those  from  the  mainland. 
On  the  other  hand,  it  is  very  evident  that  in  times  past  the  Terri- 
torial department  has  discouraged  any  movement  of  this  kind  by  its 
narrow  attitude  with  reference  to  leaves  of  absence.  A  very  consid- 
erable number  of  teachers  have,  through  the  questionnaires,  brought 
this  defect  to  the  attention  of  the  Federal  commission.  According  to 
them,  teachers  ffoing  to  the  mainland  for  advanced  studv  were  de- 
nied  any  assurance  of  a  position  on  returning.  It  is  therefore  a 
pleasure  for  the  commission  to  note  in  this  connection  the  recent 
change  of  attitude  adopted  by  the  department  of  public  instruction 
on  December  10.  1919.  and  to  recommend  as  a  permanent  policy  the 
new  ruling,  which  reads: 

111  cases  where  a  teacher  who  has  given  satisfactory  service  for  not  less  than 
live  years  wishes  to  be  absent  for  not  more  than  one  school  year,  the  depart- 
ment may  assure  such  teacher  of  reappointment  as  soon  as  practicable  upon 
his  j,'iving  notice  of  being  ready  for  service. 


TEACHING    STAFF,    PUBLIC   ELEMENTARY   SCHOOLS. 


159 


Tabi.k  9. — Special  train  hi  g  of  teacher.s  .mice  entering  the  service  in  the  Hnwaiiatt 

Islands. 


Porc'cnf. 


No  addilional  training 


Shidijimj  in  II 

Normal  school  summer  sessions  6-11  weeks  ' 
Normal  school  summer  sessions  12-17  weeks 
Normal  school  summer  sessions  18-23  weeks. 
Normal  school  summer  sessions  24-29  \veeks 
Normal  school  summer  sessions  30  weeks  and  ov 

Normal  school  one  year  and  over 

Rome  high-school  training 

Some  college  training 

Miscellaneous  - 


Total 

i... 

147  i 

20 

mainland. 

Studying  o?j  tin 
Elementarv-schooi  training 

1 
1 

2 

1 

i' 

ij..: 

4" 

3 

1 

, 

1    ... 
1    ... 

University  ou*^  vear  or  over 

1 

Tot?' 



_^iLi__ 

2 

1 

730  i 

1 

100 

i 

J  Summer  school  training  on  the  Hawaiian  Islands  taken  mainly  by  those  having  little  or  no 
school  training— a  means  of  higher  certifieaTion. 
2  Music,  correspondence,  business,  etc. 


TEACHERS  ARE  FAMILIAR  WITH  THE  ISLANDS  BT7T  NOT  WITH  THE  UNITED 

STATES. 


Although  the  larger  islands  of  the  Hawaiian  arcliipelago  are  suffi- 
ciently distant  from  eacli  other  to  make  of  interisland  travel  an  item 
of  fairl}'  considerable  expense,  nearly  the  entire  teaching  staff  seems 
to  possess  a  ratlier  extensive  knowledge  of  the  geographical  features 
of  the  group  and  a  knowledge  of  local  conditions  on  particular 
islands.  Six  out  of  every  seven  teachers  have  lived  on  or  visited  at 
least  two  of  the  islands,  and  more  than  half  of  the  staff  has  first-hand 
acquaintance  with  three  of  the  four  important  islands.  Mainland 
teachers  are  especially  well  equipped  from  this  point  of  view,  but 
the  locally  trained  teachers  have  shown  a  degree  of  interest  almost 
as  great.  In  consequence,  one  finds  less  provincialism  as  between 
islands  and  districts  of  the  same  than  may  at  times  be  found  am.ong 
rural  sections  of  some  of  our  States. 

Provincialism,  however,  is  -Nery  noticeable  as  soon  as  one  turns  to 
considerations  touching  the  mainland,  the  United  States.  Neither 
the  United  States,  nor  its  people,  nor  its  Government,  occupy  much 
space  in  the  consciousness  of  those  teachers  who  possess  only  the 


160  A   STJRYRY   OF   EDUCATION    IX    HAWAII. 

Hawaiian  or  Hawaiicin-Oriental  background.  The  full  meaning  and 
significance  of  Americanism  or  of  America's  place  in  the  famih'  of 
nations  is  not  grasped.  Not  that  these  teachers  are  lacking  in  a 
sense  of  loyalty.  Their  pupils  are  as  well  trained  in  flag  drills  as 
any  others :  they  can  recite  as  lofty  sentiments  of  patriotism  in  prose 
and  poetry  as  am^  others.  What  they  really  need  as  American 
teachers  of  xVmerican  hoys  and  girls  is  an  opportunity  to  experience 
the  thrills  that  come  from  knowing  in  an  intimate  and  direct  way 
something  abant  our  bustling  cities,  our  marts  of  trade  and  industry, 
and  our  sweep  of  prairies  where  so  much  of  the  world's  food  is  grown. 
Opportunity  for  observation  and  study  through  specific  courses  of 
training  might  well  be  put  within  the  reach  of  one  or  two  score  of 
Hawaiian-born  teachers  each  year.  China  and  Japan  and  the  Philip- 
pines are  sending  their  quotas  from  far  greater  tlistances.  Like  these 
countries.  Havfaii  would  discover  that  rich  returns  are  realizable  on 
a  public  investment  of  this  sort.  The  effect  such  a  polic}'  would  have 
on  the  professional  improvement  of  the  teaching  body  would  be  diffi- 
cult to  overestimate. 

PROFESSIONAL  READING  })Y  TEACPIERS. 

Educational  magazines  are  subscribed  to  or  are  accessible  to  a 
great  majority  of  the  teachers.  Frequently  groups  living  in  the 
teachers'  cottages  ^^ill  secure  club  rates  for  a  number  of  educational 
and  other  magazines.  Agnin,  individual  teachers  report  that  they 
are  subscribers  to  as  many  as  four  to  six  of  these  periodicals.  Tech- 
nical educational  magazines  are  known  to  very  fev;.  Many,  however, 
seem  to  be  readers  of  the  Educational  Revievr,  ^Nhile  School  and 
Society  has  just  passed  the  introductory  stage.  The  local  Hawaiian 
Educational  Eeview,  a  journal  of  much  merit  published  by  the  de- 
partment of  public  instruction  under  the  leadership  of  the  superin- 
tendent, is  closely  foliovs^ed  by  nearly  ail  of  the  teachers.  Taking  for 
its  shibboleth  ^*  The  schools  of  Hawaii  belong  to  the  people  of 
Hawaii,  who  should  be  fully  informed  concerning  all  details  of  the 
same,"  this  journal  undertakes  to  exploit  the  cause  of  pul>lic  educa- 
tion, to  set  forth  in  a  very  frank  manner  the  local  conditions  and 
needs,  and  to  foster  a  high  standard  of  professional  interest  and 
ethics  among  the  teachers.  Eecent  issues  of  the  journal  are  on  such  a 
high  plane  and  contain  material  of  so  much  value  to  the  teacher  as 
well  as  to  the  public  that  the  commission  believes  it  promises  to  be- 
come an  important  factor  in  the  improvement  of  teachers. 

The  commission  believes  that  much  more  can  be  done  than  is  done 
at  present  along  the  line  of  prescribed  as  well  as  suggested  profes- 
sional reading  for  the  teachers  in  tlie  field.  In  the  first  place,  the 
department  of  public  instruction  can  avail  itself  of  one  resource, 
which  is  immediately  at  hand.  i)ut  which  is  not  novv  :ro|)reciated  in 


TEACHING   STAFF,   PUBLIC   ELEMEXTAEY   SCHOOLS.  161 

any  adequate  sense,  naiueiy,  the  Library  of  Hawaii.  It  is  recom- 
mended that  some  form  of  closer  cooperation  be  sought  with  this  fine 
institution,  to  the  end  that  groups  of  important  works  on  odu.cational 
movements  and  methods  may  be  kept  in  circulation  in  all  parts  of 
the  Territory.  In  the  second  place,  the  department  itself  needs  an 
official  one  of  whose  chief  chities  will  be  the  administration  of  read- 
ing-circle Yv'ork  among  the  entire  staff.  This  person  could,  for  in- 
stance, become  the  coordinating  officer  between  the  department  and 
the  iibrar\^  and  also  between  the  latter  and  the  Hawaiian  Educa- 
tional Review. 

TKACHEKS*    MEETTXCiS    AXD    THE    LEADEESHIP    OF    TRIXCIPALS. 

Tfi  modern  school  administration  much  is  ]>eing  accomplished  by 
the  principal  who  has  the  cjualities  of  leadership  and  who  can  put 
the  same  into  practice  among  his  group  of  assistants.  The  teachers' 
meetings  imder  such  a  person  lose  their  i^erfunctory  and  tiresome 
character.  Teachers  respond  to  the  call  for  teamwork  anil  to  the 
call  for  a  study  and  discussion  of  classroom  and  school  problems. 
Ere  long  they  find  themselves  in  an  attitude  of  appreciative  interest, 
engrossed  in  the  consideration  of  real  problems  of  the  day's  work. 
e»ch  a  contributing  member  of  the  simi  total  of  conclusions.  Prob- 
lems of  promotion  may  be  thrashed  out  at  one  period,  the  relation 
of  mental  age  to  class  work  at  another.  Thus  a  school  faculty  may 
make  of  itself  a  prime  agency  of  improvement  and  growth. 

The  schools  of  Hawaii  lack  the  stimulus  that  comes  from  this 
type  of  cooperative  activity.  Teachers  were  asked  to  report  on  the 
frequency  of  teachers'  meetings.  Few  failed  to  do  this,  and  many 
have  reported  on  the  perfunctory  nature  of  the  same.  The  time  of 
holding  the  meetings  varies.  In  some  places  a  meeting  or  confer- 
ence is  held  every  other  week;  in  other  places  there  is  a  meeting 
each  month:  elsewhere  the  practice  is  to  hold  at  least  two  such 
meetings  per  tei-m.  Routine  matters  are  the  rule,  or  possibly  the 
reading  of  some  new  regulations  sent  out  from  Honolid.u.  Con- 
structive suggestions  touching  classroom  procedure,  we  learn,  are 
rarely  heard:  neither  are  exchanges  of  opinion  on  mooted  cjuestions 
made  a  matter  of  recmest,  nor  references  cited  to  trustworthy  dis- 
cussions of  them.  These  conditions  emphasize  what  was  said  in 
an  earlier  section  in  regard  to  the  need  of  more  aggressive  leader- 
ship on  the  part  of  principals.  To  what  extent  can  the  principals  of 
Hawaii  accept  as  a  frmction  of  their  positions  responsibility  for  the 
professional  improvement  of  their  assistants?  The  princijoals  on 
the  island  of  Kauai  have  recently  formed  ii  study  club,  and  this 
problem  might  well  ])e  made  a  subject  of  study  and  investigation 
by  tliem  for  the  coming  year,  a  suggestion  which  is  equally  pertinent 
for  the  principals  on  the  other  islands. 


162  A   SURVEY   OF   EDUCATIOX    IX    HAWAII. 

teachers'  cox\-extioxs. 

Hawaii  made  very  early  provision  for  teachers'  conventions.  These 
were  held  frequently  on  each  island,  and  once  a  year,  though  with 
only  partial  regularity,  a  general  convention  was  held  in  Honolulu. 
From  1888  to  1900  yearly  centi'al  meetings  of  all  teachers  were  held 
regularly,  and  on  two  occasions  at  least  teachers'  traveling  expenses 
to  and  from  Honolulu  were  paid.  Since  1900  this  general  convention 
has  been  superseded  by  the  summer  school,  to  which  reference  has 
been  made,  and  which  has  been  attended  from  year  to  year  by  those 
teachers,  irregular  in  their  training,  who  have  wished  to  advance  the 
grade  of  their  certification. 

To-day  the  Territor}^  brings  the  teachers  of  each  of  the  large  islands 
into  a  one-day  convention  or  institute.  These  are  all  held  on  the  same 
da3^  and,  as  a  rule,  on  a  Frida}^  in  the  month  of  XoAember.  The  time 
is  too  short  for  carrying  out  a  very  adequate  program,  and  the  com- 
mission holds  the  opinion  that  much  more  could  be  made  of  this  oc- 
casion; that  in  fact  these  meetings  can  come  to  hold  an  important 
place  among  the  activities  designed  to  promote  esprit  de  corps  among 
the  teaching  staff.  Certainly  two  daj'S,  and  perhaps  three,  should  be 
given  to  these  meetings.  Communities  in  which  the  conventions  are 
held  should  be  urged  to  cooperate  with  the  school  officials  and  the 
department  of  public  instruction  to  make  these  sessions  noteworthy 
for  democratic  hospitalit}^  and  for  the  inculcation  of  a  spirit  of  good 
will  among  teachers  and  school  patrons.  The  department  should 
make  a  studied  effort  to  provide  inspiring  speakers,  both  those  who 
can  deal  with  the  theory  and  practice  of  teaching  and  those  who  can 
bring  messages  from  the  world  without  the  classroom :  for  example, 
from  the  church,  the  court  room,  the  Government  office,  the  bank,  the 
industrial  plant.  Some  of  the  sessions  should  be  given  over  to  con- 
tributions from  the  teachers  themselves — from  committees  of  teachers 
who  bring  in  the  results  of  a  year  of  study  on  som.e  special  problem 
of  the  Hawaiian  schools.  Furthermore,  these  conventions  should  be 
held  on  different  dates.  For  instance,  the  islands  of  Hawaii  and  Maiii 
might  divide  one  week  in  November  for  their  meetings;  Oahu  and 
Kauai  might  divide  the  following  week.  Thus  a  grovq^  of  superior 
speakers  could  be  listed  for  all  of  the  islands,  which  would  not  only 
effect  a  saving  in  costs  but  would  simplify  the  problem  of  program 
planning.  If,  in  order  to  accomplish  the  proposed  change,  each 
island  were  obliged  to  close  its  schools  for  the  greater  part  of  a  week, 
there  would  be  ample  justification  for  the  innovation. 

CERTIFICATION    OF   TEACHERS, 

The  Territory  recognizes  credentials  for  elemeritarv  certification  as 
folloAvs : 

1.  Uni\  ersity  or  college  degrees. 


TEACHING    STAFF,    PUBLIC    ELEIMEXTARY   SCHOOLS. 


163 


2.  Diplomas  from  State  normal  schools. 

3.  Diplomas  from  the  Territorial  Xormal  and  Training'  School  in 

Honolulu. 

4.  Xormal  certificates  issued  by  the  Territorial  Xormal  and  Train- 

ing School. 

5.  State  grammar  grade  certificates. 

6.  State  life  diplomas. 

7.  Primary  grade  certificates  attained  by  successfully  passing  ex- 

aminations (three  groups)  given  each  year  by  the  Territorial 
board  of  examiners. 

8.  Grammar  grade  certificates  attained  in  similar  manner. 

The  requirements  as  listed  are  not  unlike  those  found  generally  in 
the  Ignited  States.  But  the  problem  of  teacher  shortage  has  brought 
into  acceptance  certain  departures  that  need  to  be  pointed  out.  The 
fourth  item  above,  namely,  the  normal  certificate,  issued  by  the  local 
institution  operates  as  an  easement  of  the  usual  requirements  for  the 
regular  diploma.  Students  who  have  not  taken  algebra  and  geome- 
try,  who,  in  other  words,  can  not  master  these  subjects,  and  who  also 
fail  to  reach  a  certain  attainment  in  English,  have  been  accepted  for 
these  certificates  in  lieu  of  diplomas.  They  are  sujoposedly  of  lower 
rank  in  intelligence,  and  under  normal  conditions  should  i)ro])ably 
have  been  eliminated  from  the  teaching  group.  The  extent  to  which 
normal-school  students  have  been  graduated  with  the  certificate 
ratlier  than  the  diploma  is  shown  in  Table  10  below : 


Tablk   10. — Graduates  of  the   Territorial  Xormal   School. 


i  1896 

1897 

1898 

1899 

i 

1900 

1901 

1902 

I9a3 

1904 

1905 

1906 

1907 

Graduating  with— 
Diploma 

i 

!    , 

2 
3 

9 
10 

6 
11  i 

2 
19 

^ 

'2G 

1 

17 

5 
lo 

G 
13 

■1 
18 

s 

Certificate 

:::'    s 

19 

Total  numbe'" 

i        9 

5 

"l 

''! 

21 

11 

2ii 

IS 

21 

19 

22 

27 

i 

1908 

! 

1909 

1910 

1911 

1912 

1913 

1914 

1915 

1916 

1917 

To- 
tal. 

Graduating  vrith— 

Diploma 

Certificate , 

1 

17 
23 

21 
10 

22 
6 

31 
6 

27 
11 

20 
11 

16 
14 

30 

8 

37 
19 

277 
294 

Total  number 

i      28 

40 

31 

28 

" 

38 

31 

30 

38 

M 

571 

i            1 

In  a  period  of  two  decades,  it  may  be  observed,  more  students  were 
sent  over  the  easier  road  of  certification  than  were  credentialed  by 
means  of  diplomas.  AVhen  it  is  realized  tliat  th.e  normal  school  re- 
quirements for  graduation  are  two  years  less  than  is  required  in  the 
more  modern  mainland  States,  its  justification  must  apparenth^  be 
put  on  other  grounds  than  good  normal  school  practice.  From  one 
point  of  ^  iew.  it  has  tended  to  double  the  enrollment  of  the  normal 


164  A   SURVEY   OF  EDUCATION   IX   HAWAII. 

scliool;  from  iinother,  it  has  kept  a  fair  percentage  of  prorspective 
teachers  from  seeking  certification  for  public  school  service  through 
less  desirable  channels.  Because  of  recent  legislative  action,  how- 
ever, which  fixes  a  lower  salary  schedule  for  holders  of  it,  the  normal 
certificate  will  doubtless  fall  into  gradual  disuse.  This  should  enable 
that  teacher  training  center  to  concentrate  attention  on  tlie  possibilit}" 
of  organizing  and  maintaining  a  relatively  high  standard  of  accom- 
plishment for  those  who  are  to  carry  its  stamp  of  approval  and 
guarantee  into  the  classrooms  of  the  Territory. 

Anotlier  departure  in  the  machinery  of  certification  has  to  do  with 
item  7  above ;  that  is,  v\dth  the  procedure  leading  to  primary  grade 
certificates.  As  indicated,  this  type  of  certificate  is  based  on  passing 
three  groups  of  examinations.  Tlie  first  of  these  is  in  the  subjects  of 
the  course  of  study  of  the  elementary  schools,  and  if  successfully 
passed  the  candidate  is  given  a  first  permit,  which  carries  autliority 
to  teach  for  the  next  school  year  onh\  The  second  examination  may 
then  be  taken,  whicii  is  a  test  of  the  candidate's  knowledge  of  teach- 
ing methods  in  the  grades  in  which  she  has  been  employed.  If  })assed, 
a  second  permit  is  issued  for  another  year  of  teaching.  The  tliird 
examination  is  based  on  pedagogy,  school  law,  and  general  methods 
of  teaching.  Practically  all  States  allov\'  some  type  of  certification 
by  examination,  in  addition  to  credentials  from  training  institutions, 
and  this  Hawaiian  plan  is  theoretically  as  good  as,  if  not  better  than, 
others.  But  the  demand  for  teachers  has  caused  vvhat  is  in  fact  a 
pretty  general  disregard  of  tliis  regulation  which  is  supposed  to  be 
the  minimum  standard  of  teacher  accreditation.  In  the  first  place  the 
school  system  has  retained  teachers  on  first  permits  after  repeated 
failures  in  examinations.  It  has  also  employed  them  when  they  have 
failed  to  pass  the  first  test.  The  following  cases,  taken  from  the 
teachers  record  books,  in  the  office  of  tlie  superintendent  of  public 
instruction,  will  illustrate  the  points.  They  represent  a  few  among 
numerous  instances : 

Case  1.  Teacher  A  :-^eeiii€Hl  lirst  permit  1915  ;  has  taiighi  coiitiiiuoiit^ly  to  Decem- 
ber, 1919,  with  no  record  of  advance  in  certification. 

rase2.  Teaclier  R  has  taught  since  spring  of  1916;  took  exaniination  for 
primary  grade  certificate  1917:  failed. 

t'ase*>.  Teacher  C  has  taught  sin<'e  faU  of  1915;  no  credentials:  f.-dled  in 
examination  eacli  year. 

Case  4.  Teacher  D  has  taught  since  fall  of  1915 ;  first  permit  secured  1915 ; 
second  permit  secured  1917 ;  no  further  credential. 

Casti  5.  Teacher  E  has  taught  since  fall  of  1917:  failed  in  primary  grade 
examination  in  1917 ;  failed  in  1918 ;  failed  in  1919. 

Case  G.  Teacher  F  has  taught  since  fall  of  1915:  failed  in  primary  grade 
examination  held  in  1917:  failed  in  1918:  failr-<l  in  1919. 

Case  7.  Teacher  (i  has  taught  since  fall  of_1917;  failed  in  primary  grade  ex- 
amination held  in  1917 :  failed  in  1919. 


TEACHING   STAFF,    PUBLIC    ELEMENTARY   SCHOOLS.  165 

In  the  second  place  the  school  authorities  have  met  the  problem 
of  under  supply  by  employing"  so-called  "'  substitute ''  teachers,  some 
of  whom  have  been  ex-teachers  possessing  credentials,  some  normal 
scliool  senior  students,  and  some  have  ])een  persons  without  any 
credentials.  For  example,  the  roster  of  teachers,  in  the  employ  of 
the  public  schools  December,  1918,  shows  1,06'3  persons.  Almost  one- 
tenth  of  the  number  (98)  had  no  actual  credentials.  They  belonged 
to  the  tvro  classes  (a)  ''substitutes''  and  (6)  "failed  in  examina- 
tions.'' If,  now,  we  add  to  the  98  those  teachers,  214  in  number,  who 
held  primary  grade  certificates  only,  we  find  that  312  teachers  or 
ai:>proximately  one-third  of  the  elementary  staff  were  holders  of 
either  the  minimum  standard  for  certification  or  of  no  standard  at  all. 

These  facts  have  prompted  the  Federal  commission  to  make  the 
following  suggestions  concerning  certification  of  teachers : 

1.  The  normal  certificate  should  be  done  away  with  after  the  end 
Oi  the  current  year  and  the  diploma  should  be  made  the  sole  standard 
of  graduation.  While  the  diploma  may  be  given  for  the  completion 
of  different  courses  within  the  institution,  it  should  be  based  on 
equivalent  values  as  to  excellence  of  attainment. 

2.  The  department  of  public  instruction  should  as  early  as  possi- 
ble deuy  certification  to  any  new  applicants  who  come  without  ac- 
ceptable credentials  and  who  can  not  meet  such  tests  as  are  now  set 
up  for  the  primary  grade  certificate.  It  should  also  administer 
more  rigorously  the  present  regulations  for  said  certificate,  witlv  a 
view  to  eliminating  those  vvho  after  due  trial  exhibit  inability  to 
understand  the  content  of  elementary  grade  subjects.  Such  teacliers. 
it  may  be  surmised,  can  hardh'  do  justice  to  the  subjects  when  in 
charge  of  classes. 

3.  In  addition  to  the  fixing  of  a  maximum  salary  limit  which  is 
lower  for  the  holders  of  this  certificate  (a  rule  now  in  force  for  those 
certifi.cated  after  August  31.  1919),  the  standard  of  requirements  for 
the  same  should  be  gradually  raised  until,  within  four  or  fi^.'e  years, 
it  parallels  the  standard  for  grammar  grade  certification. 

4.  For  v.diatever  loss  of  teachers  the  suggestions  entail,  and  until 
local  agencies  and  local  candMates  can  readjust  to  the  changes,  let  the 
department  increase  its  efforts  to  secure  properly  certificated  teachers 
from  abroad. 

pro:motiox  axd  eatixg  of  teachees. 
In  the  past  any  promotion  policy  as  regards  teachers  has  been  con- 
fined almost  altogether  to  the  automatic  increases  in  salary  from  jQiiv 
to  year.  Changes  from  one  school  to  another,  to  one  more  desirable, 
have  been  based  largely  on  momentary'  conditions  and  the  persua- 
siveness of  individual  teachers.  Experience  in  some  rural  sections  ol' 
the  Territory  has  usually  been  required  in  order  to  secure  a  position 
(in  other  words,  promotion  to  a  position)  in  Honolulu.    In  addition 


I 


166 


A   SUEVEY    OF   EDUCATIOX   IX    HAWAII. 


to  this,  an  examination  of  the  Territorial  regulations  reveals  three 
items  that  bear  indirectly  on  the  question  of  promotion,  as  follows : 

(1)  C<»n:peteiit  t<'achers  in  iiTulcsirable  locations  may  be  pai<l  above  schod 
iilc — tlie  factors  determinintx  cojiipet^ncy  in  siicli  cases  are  not  staled,  thougl 
conceivably  the  rule  covers  teachers  holding  higher  forms  of  credentials. 

(2)  I*rincipals  of  schools  of  from  2  to  10  rooms  shall  be  required  toi  have  a 
primary-grade  certificate;  of  schools  of  10  rooms  or  more,  a  grammar-grade 
certificate. 

(3)  Each  supervising  principal  "must  be  the  holder  of  a  grammar-grade  cer 
titicate." 

Tlie  department  of  public  instraction  has  used  for  a  number  oi 
years  a  regular  form  of  rating  of  teachers,  and  the  data  thus  col 
lected  are  kept  on  file  in  a  series  of  Teachers  Eecord  Books.  The 
ratings  are  made  by  the  supen  ising  principals,  some  of  whom  send 
in  ncAV  reports  every  term — that  is,  three  times  per  year — and  others 
of  whom  report  two  times  per  year  on  an  average.  An  iUustra/tion 
of  this  phm  of  teacher  rating  is  given  below : 

DEPARTMi:XT  OF  PUBLIC  INSTRTT'TION,  HAWAII. 


Reix)rt  on  M from 

.__,  191-, 

to 

-_,  191-J 

Neatness  of  room  and  ]'iipilp 

r 

4 

4 

\ 

School  atmosphere 

5 

4 

4 

4 

Discipline 

5 

4 

4 

4 

Territorial  sc1k>o]  laws 

o 
5 

3 

•i 

3 

4 

Eqin]>ment  due  to  effort 

Register 

4 

4 

., 

4 

Daily  lesson  plan  and  ] urogram 

S 

_ 

7 

7 

( "are  and  correction  of  pupil's  Avritten 
work 

8 
10 

■  7 

7 

7 
9 

Prei>aration 

Presentation 

10 
10     ' 

8 
S 

9 
9 

8 
9 

llhietrative  matter 

Pui)irs  expresvsion  work 

25 

21 

22 

21 

Average per  cent. . 

SI 

87 

84 

Year's  average 

Grades  taught 



1 

1 

1 

Time  ( in  minutes'i  in  room 

00 

70 

70 

Dale  of  visit 

12-7-15 

3-L5-10 

6-8-16 

( "omments: 

TEACHIXG   STAFF,    PUBLIC   ELEMEXTARY   SCHOOLS.  167 

An  examination  of  the  ratings  leads  one  to  the  belief  that  there  is 
a  general  absence  of  any  real  study  or  analysis  of  teacher  achieve- 
ment. Indeed,  the  form  that  is  used  Avould  seem  to  put  undue  em- 
phasis upon  the  routine  of  the  school.  It  leaves  ample  space  for 
"comments.'-  but  here  one  does  not  find  enough  attention  given  to 
constructive  criticism  of  the  teaching  of  subject  matter.  This  will 
be  observed  in  the  following  typical  reproductions  of  comments  as 
made  b}^  different  supervising  principals  supplementary  to  their  per- 
centage ratings : 

TYPf:S     OF     COMMKNTS      SUPPI.EMENTING     THE     FORMAL     KaTIXG     OF     TeACHEKS     BY 

Supervising  Principals. 
Case  11.  Anglo-Sa-ron  teacher. 

Marc-li  3.  The  pupils  respond  fairly  well,  considering  tlu4r  isolation.  Some  of 
tbeni  are  bright.     Talked  with  them  on  the  doing  of  things. 

March  22.  She  does  very  well  in  this  isohite<l  scliool.  Pupils  i-espond  well. 
( >rder  and  discipline  above  the  average. 

March  13.  Teacher  goes  right  ahead  in  a  businesslike  way.  ]Makes  some 
«  rrors  in  English  and  is  not  especially  strong  as  a  teacher,  but  is  probably  the 
bf'st  we  can  get  here. 

Case  15.  Part-Haicaiian   teacher. 

November  22.  Plan  book  not  followed.  Many  days  had  no  plan.  This  teacher 
could  be  a  success  in  a  school  under  a  good  principal ;  slie  is  quiet  in  her  teach- 
ing and  has  good  control  over  pupils. 

June  6.  Teacher  is  putting  forth  effort  to  carry  out  instructions. 

September  21.  The  school  makes  a  good  impression  on  a  visitor.  The  teacher 
has  a  pleasing  manner. 

February  19.  This  is  the  best-regulated  .school  on The 

teacher  is  capable  of  doing  .still  better  work. 

]May  14.  Work  Mas  all  oral,  with  no  attempt  at  teaching  the  subject. 

September  17.  Teacher  not  physically  fit  to  be  in  classroom. 

:siarcli  11.  She  gets  fair  results. 

Case  li).  J'orti((jucse  teacher. 

December  7.  Teacher  shows  interest  and  is  doing  good  v,ork  for  a  beginner. 

March  15.  Teacher  has  collected  some  useful  equipment.  Has  also  bought 
materials  for  sewing  classes.  She  has  subscribed  for  helpful  educational 
iournals.     Pupils  are  alert  and  interested. 

.Tune  8.  Pupils  are  interested  and  respond  well.  Kt'sults  show  teacher  has 
been  doing  good  work. 

October  5,  Teacher  is  practical  in  her  Mork.     Discipline  a  little  weak. 

March  27.  Teacher  is  trying  to  make  good.     Her  class  is  too  large. 

March  27.  Teacher  has  succeeded  in  carrying  out  iPistructions  given  on  last  visit. 

October  12.  Quiet,  industrious,  and  pleasing. 

March  8.  Quiet,  deliberate,  interested,  energetic,  and  pleasing. 

November  6.  Bright,  energetic,  interested,  and  pleasing. 

Case  19.  Anglo-^ajon  teacher. 

November  20.  This  teacher  is  weak  in  Itringiiig  out  ideas  and  drilling  to  fix 
results.     Good  in  music.     Has  reached  only  seventh  page  in  reader. 

November  30.  Voice  and  manner  pleasing.     Is  improving  by  her  experience. 


168  A   SURVEY    OF   EBUCATIOX    1^    HAWAII. 

May  17.  Her  work  has  greatly  improved.     Tli4^  attention  wa.s  good. 

November  23.  A  fair  teacher,  who  seems  to  he  developing.  An^  exeellent  dis- 
ciplinarian, but  liardly  vivacious  or  enthusiastic  enougli  in  presentation. 

January  22.  A  fair  teacher.     Does  careful  work,  but  too  phlegmatic. 

.Tum^  4,  Has  been  ill;  improving,  but  too  placid.  Excellent  disciplinariai!. 
Scrupiikrusiy  clean . 

October  f).  KSeems  lacking  in  entiiusiasm  ;  quiet  and  deliberate. 

November  G.  Ill — absent. 

June  4.  Quiet,  deliberate,  and  interested. 

September  30.  Reading.  Cheerful  but  listless.  I'upils  six-alc  indistinctly  and 
read  haltingly. 

.Tanuary  20.  Cheerful,  not  forceful.     Pupils  much  improveil  in  enunciation. 

May  12.  Cheerful,  interested,  and  developing  force.     liesults  good. 

Casr,  21.  Harvaiian  teacher. 

()ctober  28.  Teacher  is  sincere  and  industrious.     Her  vrork  is  fair. 
IMarch  22.  She  v\-ill  attend  the  summer  school. 

June  21.  Teacher  is  industrious  and  faithful,  but  she  is  weak  in  school. 
January  15.  Teacher  is  doing  her  best.     Her  scope  is  limited. 
November  18.  Great  native  ability.     Efficient  within  her  scope. 
November  20.  Works  hard.     English  poor. 

September  27.  Enthusiastic.  Geography.  Conscienthjus,  earnest:,  painstak- 
ing.    Teacher's  English  is  poor. 

February  11.  Industrious,  earnest,  painstaking.     A  good  teaciier. 

Case  22.  Chinese  teacher. 

Septem.ber  20.  A  fevv  years  mon?  in  school  may  be  helpful.  Ivut  I  am  doubtful. 
Rather  inane  and  spiritless. 

February  15.  Needs  a  few  more  years  in  grammar  school. 

May  14.  Improving  but  should  be  back  in  grammar  sclux)!.  Unprepared  and 
immature.     With  training  should  make  a  promising  teacher. 

October  7.  Academically  limited  but  doing  tuir  work  this  year.  English  her 
drawback.     Efforts  this  term,  and  results  deserve  a  "  passing  mark." 

January  29.  English  shows  a  remarkable  improvement.  Her  steady  work 
has  brought  this  about.     Excellent  response. 

Just  to  what  extent  the  supervising  principals  are  engrossed  in 
petty  administratiTe  details  and  to  what  extent  they  conceive  one 
of  their  chief  functions  to  be  the  enriching  of  their  teachers'  re- 
sources and  the  improvement  of  classroom  skill  is  fairly  well  ineli- 
cated  by  a  study  of  the  great  list  of  comments  that  are  accumulating 
in  the  central  office  at  Honolulu.  x\side  from  this  consideration, 
however,  there  arises  the  question,  To  what  use  is  all  this  information 
put?  Seldom  if  ever  has  it  been  studied  as  a  basis  for  promoting 
teachers,  either  individually  or  as  a  group.  That  it  has  ever  been  a 
matter  of  much  weight  in  the  selection  of  principals  is  like.wise  ^ery 
doubtful. 

The  most  unfortunate  feature  about  tlie  plan,  hovrever,  is  the  reac- 
tion on  the  teachers  themselves.  Tlie  following  comments  by  teach- 
ers are  typical : 


TEACHING   STAFF,   PUBLIC   ELEMENTARY  SCHOOLS.  169 

•'  It  has  been  well  said  in  a  recent  statement  by  the  department  of  public 
in.srruction  that  the  work  of  the  supervising  principals  should  be  constructive 
rarlier  than  formalistic  and  destructive.  Taking  that  statement  as  a  basis 
for  action,  it  seems  to  me  that  no  moi^e  vital  change  c-ould  be  made  in  the 
method  of  supervision  than  to  abolish  the  perfunctory  and  petty  method  of 
.iudsing  the  work  of  teachers  by  a  certain  grade  given  largely  on  routine 
work,  such  as  making  out  registers  properly,  etc.  I  refer  to  the  typewritten 
formalistic  reports  given  each  teacher  by  the  supervising  principal." 

••It  v.ili  surely  be  apparent  to  anyone  really  concerned  wiih  the  vital  issues 
oi  education  that  such  a  method  is  nothing  less  than  an  iusulc,  a  personal 
affront,  to  every  sincere  teacher.  How  can  the  sincerity  of  purpose,  the  vitality- 
Iveii  to  the  work  of  the  pupils,  the  interest  shown  in  all  the  interests  of 
pupil  life,  be  in  any  way  represented  by  the  way  the  registers  are  kept,  the 
plan  book  made  out,  or  any  such  mechanical  work?  We  all  know  good  teachers 
whose  plan  books  and  registers  are  perfect  abominations  for  one  reason  or 
another,  pc>or  v/riting  or  what  not,  yet  this  formal  report  gives  12  out  of  100 
points  on  these  two  unimportant  and  absolutely  vrorthless  things,  from  the 
standpoint  of  real  teaching." 

•'  I  am  sorry  if  my  attack  upon  this  phase  of  supervision  seems  virulent  or 
uiiwuvranteil.  Yet  think  a  moment.  The  things  that  I  considered  worth 
while,  the  things  that  I  sti'essed  as  a  principal,  were  not  even  remotely  met.- 
tioned  in  this  report  upon  my  standing  as  a  teacher.  The  interest  shown  in 
the  lives  and  futm-e  careers  of  the  children,  the  interest  shown  in  local  needs, 
the  eifort  to  develop  clean  play  and  real  ideals  of  honesty  and  true  sports- 
manship hi  the  boys  and  girls,  where  do  they  come  in?  Are  such  things  so 
unimpcvrtant,  so  remoiely  connected  with  education,  that  they  receive  no  em- 
pha.sis  ill  making  up  the  real  worth  and  standing  of  a  teacher?  I  would  be 
pleased  to  know  what  other  teachers  and  members  ol  the  department  thinlc 
about  this." 

In  view  of  the  foregoing,  the  Federal  commission  makes  the  fol- 
lowing recommendations  : 

1.  The  department  of  public  instruction  should  undertake  a  re- 
YLsion  of  its  whole  plan  of  teacher-rating  and  promotion  after  a 
study  of  the  most  successful  plans  now  in  operation  in  the  United 
States. 

2.  The  new  plan  should  include  the  possibility  of  promotion  based 
on  merit  as  well  as  on  service.  A  teacher  is  no  exception  to  the  rule 
that  most  people  do  their  best  work  under  a  constant  stimulus  to  im- 
provement. While  a  salary  schedule  may  and  should  be  based  'ut 
parr  on  years  of  service,  it  niay  also  wisely  oifer  additional  rewards 
for  growth  and  efficienc}^  after  the  common  maximum  has  been 
reached.  Such  a  combination  schedule  offers  one  of  the  l>est  means 
of  sthnulating  continued  professional  growth  on  the  part  of  teachers. 

?).  The  new  plan  should  recognize  the  right  of  the  teacher  to  know. 
ap2)roxim.ately  at  least,  the  rating  of  her  teaching  efficiency,  and 
those  persons  in  charge  of  this  branch  of  work  sliould  be  trained  to 
cooperate  with  the  teacher,  not  only  in  classroom  suggestion,  but  in 
pointing  out  analytically  the  elements  of  strength  and  weakness  in 
methods  employed. 


170  A   SURVEY   OF   EDUCATION   IX    HAWAII. 

THE   DISMISSAL   OF   TEACHEKS. 

The  question  of  the  dismissal  of  teachers  from  the  public  schools 
of  Hawaii  is  governed  by  the  following  regulation  of  the  department 
of  public  instruction: 

A  teaclier  may  be  dismissed  from  tlie  service  for  cause  after  a  hearing  of 
the  case  before  the  department  or  authorized  agent  of  the  department.  The 
following  may  be  considered  as  sufficient  cause  for  dismissal:  (a)  Immoral 
conduct;  (h)  insubordination;  (c)  inefficiency;  (d)  conviction  of  a  penal  of- 
fense;  (c)  incurable  disease. 

A  teacher  may  also  be  dismissed  from  the  department  ^vllenever,  after  a 
hearing,  it  shall  appear  to  the  department  that  such  disniissid  will  be  for  the 
benefit  of  the  department. 

Dismissal  for  any  of  causes  (a),  (c),  (d)  will  iiuUido  cancellation  of  cer- 
tificate. 

A  teacher  may  be  transferred  from  one  school  to  iUsi'tber  at  tlie  discretion  of 
the  department  of  public  instruction. 

While  this  regulation  has  seldom  been  involved,  there  have  oc- 
curred from  time  to  time  both  dismissals  from  tiie  service  and  trans- 
fers from  desirable  to  less  desirable  schools  or  positions.  Moves  of 
this  kind  are  usually  the  cause  of  much  bitterness  of  feeling,  which 
may  be  of  long  standing  and  lead  to  prolonged  factional  strife. 
Hawaii  has  had  her  share  of  such  trouble.  It  has  resulted  iri  a  cer- 
tain undercurrent  of  feeling  in  the  school  system — a  feeling  that  in 
any  case  of  serious  difference  between  school  official  and  the  teacher 
the  latter  has  little  hope  of  having  unbiased  judgment  rendered. 
The  Federal  commission  believes  there  is  a  middle  ground  of  i^ro- 
cedure  in  such  cases,  by  means  of  which  the  rights  of  both  parties  are 
considered.  This  procedure  has  been  so  well  stated  by  Prof.  E.  P. 
Cubberley  in  his  book  on  "  Public  School  Administration  "  that  the 
commission  desires  to  include  it  here  for  the  consideration  of  not  only 
the  department  of  public  instruction  and  the  teaching  staff  but  the 
public  as  well. 

The  notice  of  dismissal  should  in  itself  be  given  under  certain  definite  condi- 
tions which  are  just  to  both  sides.  In  the  first  place,  no  teacher  should  be  liable 
to  a  termination  of  contract  for  failure  to  render  satisfactory  services  who  has 
not  been  notified  of  the  deficiencies  and  given  an  opportunity  and  reasonable 
assistance  to  remedy  them.  If  improvement  does  not  result  sufficient  to  warrant 
the  retention  of  the  teacher,  the  superintendent  should  then  recommend  that 
written  notice  be  served  on  the  teacher,  for  si^ecified  reasons,  to  the  effect  that 
the  board  desires  to  terminate  tlie  contract  with  the  teacher,  to  take  effect  at 
the  close  of  the  school  year.  If  tlie  board  approves,  tlie  notice  should  be  given 
to  the  teacher,  and  not  later  than  the  last  day  Vae  schools  are  in  session  during 
the  school  year,  and  when  so  served  the  contract  with  such  teacher  terminates 
at  the  end  of  such  school  year.  For  the  sufficiency  of  the  reasons  for  termi- 
nating the  contract  the  supeilntendent  and  the  board  should  be  the  sole  judge, 
without  the  meddling  of  lawyers  or  the  interference  of  the  courts.  Teachers 
not  so  notified  continue  in  service  from  year  to  year. 

This  middle  ground  is  equally  just  to  both  sides.  The  usual  condition  is 
not  just  to  t«'a(hers  who  have  spent  years  in  making  preparation  for  a  life- 


TEACHING    STArr,    PUBLIC    ELEME^^TARY    SCHOOLS. 


171 


worlc  (if  service,  and  the  liie-ieiiiiie  plan  is  not  just  to  laxpaj'ers  or  to  the 
children  in  the  schools.  The  middle  ground  gives  practically  life  tenure  to 
every  worthy  teacher  and  school  officer,  but  merely  reserves  to  the  board  of 
control  for  the  schools,  acting  on  the  recommendation  of  their  chief  executive 
officer,  and  only  after  helj^ful  advice  has  failed  to  bring  the  desii-ed  improvement, 
the  right  qtiietly  to  remove  from  the  schools  those  who  should  not  be  there. 

SALARIES  OF   THE    ELEMENTARY   STAFF. 

Among  recent  noteworthy  advances  in  Hawaii's  public  schools 
])articular  mention  may  be  given  to  the  new  salaiy  schedule  adopted 
in  August,  1919.  This  schedule,  which  has  provided  substantial 
increases,  is  given  herewith  for  the  elementary  staff: 

SALARY  SCHEDULE   OF   ELEMENTARY   TEACHERS   AND   ASSISTANTS. 


Holders  of  tho  grammar  grade  certificates  and  normal 
diplomas,  or  equivalents:  ^ 

Firsr  >  ear 

Second  year 

Third  year 

Fourth  rear 

Fifth  year 

Sixth  year 

Seventh  year 

Eighth  year  and  after 

IL  Holders   of    ])rimary   grade    certificates  ^   or    normal- 
school  certificates:  ^ 

First  year 

Second  year 

TMrd  year 

Fourth  year 

Fifth  year 

Sixth  year 

Seventli  year 

Eighth  year 

Ninth  year 

Tenth  year  and  after 

III.  L'ncertificated  teachers 

Permits : 

Fii'st  year 

Second  vear 


Per  month.      Per  vear. ^ 


^S5 

$1,  020 

90 

1,080 

95 

1,140 

100 

1,200 

105 

1,  260 

no 

1,320 

315 

i,  380 

125 

1,500 

75 

900 

80 

960 

85 

1,020 

85 

1,020 

87.  50 

1,050 

90.  00 

1,080 

92.  50 

1,110 

95.  00 

1,140 

100.  00 

1,200 

105.  00 

1,260 

55.  00 

660 

60.  00 

720 

65.  00 

780 

1  Univc'isity  aud  coliege  degrees,  normal  diplomas.  State  grammar  grade  certificates,  and 
Stntf  life  diplomas  may  at  the  discretion  of  the-  board  of  examiners  be  accepted  as  the 
equivalent  of  Hawaiian  grammar  grade  certificates  ur  diplomas. 

-The  school  year  consists  of  10  mouths  of  tpsching  and  2  summer  months,  viz,  July 
and  August.  All  salaries  for  each  school  year  terminate  .Uig.  :ll .  All  teachers  who 
arc  in  the  service  of  the  department  at  the  closp  of  the  spring  term  shall  be  entitled  to 
as  inany  tenths  of  their  respective  salaries  for  July  and  August  as  they  have  taught 
months. 

•^  The  maximum  salary  for  holders  of  a  primary  grade  certificate  issued  after  Aug.  31, 
1019,  will  be  .$8.5.  Those  teachers  at  present  in  the  service  v/ho  have  hold  primary  grade 
certificates  10  years  or  more,  and  who  have  on  June  30,  1919,  completed  10  years  of  sat- 
isfactory teaching,  shall  receive  the  maximum  salary  of  the  grammar  grade  certificate. 
Half  time  tau.ght  elsewhere  than  in  the  Territory,  not  to  exceed  three  years,  may  be 
allowed  in  determining  the  initial  salary  of  teachers  ;  provided,  however,  that  after  one 
year  of  satisfactory  service  full  time  not  to  exceed  six  years  may  be  allowed. 

*  The  maximum  salary  for  holders  of  a  normal-school  certificate  issued  after  June  30, 
1910.  will  be  $85, 

1014(;°— 20 12 


172 


A   SURVEY   OF   EDUeATIO:^^   IN    PIAWAII. 


Taij],e  11. — Anuiiiil  .suUirij  of  clancntani  staff,  based  on  6!)J  persons  report  in  g.\ 


Caucasian  teacliers— 

Salaries. 

M--d.|~ 

Others,     j       Total. 

Total  in 
per  centvs. 

Under  S600. . . 

ll !                  4|                   5 

2  i                   7  1                  47  1                  5G 

4  [               2                Hi              17 

0  7 

600-699.  . 

8  0 

700-799 

2.5 

800-899.  . 

1 

1 
47 
168 
76 
99 

900-999 

10 
67 
38 

8 
25 
11 

29 
70 
29 
33 

ir> 

6.8 

1.000-1,099 

''4.3 

1,100-1,199. 

U  0 

1,200-1,299 

50  !                  16 
4                    13 

14. 3 

1,300-1,399 

4.6 

1.400-1,199. 

3  1                    2  i                    Q  1                   M 

'^  0 

1,000-1,599 

31 
3 

41                    72 
2                      4 

144 
9 
1 
8 
1 

20.8 

1,600-1,099 

1  3 

1,700-1,799 

1 

1 

1,800-1,899 

5 
1 

.s 

1,900-1,899.  . 

! 

}                3.5 

2,000-2,499 

2,500-over 

5 

7 

1                1 

? 

Total 

229 
§1,185 

129  j                334  1                602 
Slj  272  1           r^l  OQQ  I          SI .  1  (\R 

99.8 

Median  salarr  for  each  group 

. 

^  Some  of  the  elementary  principals  are  included;  in  fact,  they  represent  all  the  salaries  abcvG  the  81,500- 
Sl ,599  group.    Most  of  the  prrincipals  in  Hawaii  have  teaching  duty. 

^  Lowest  salary  reported  is  8434.  Where  salaries  are  reported  less  than  $660  per  year,  it  probably  indi- 
cates that  teachers  v/ill  be  employed  less  than  a  full  year.  See  note  under  schedule  above.  Or  it  may  be 
a  calculation  for  the  year  1919  based  on  old  and  new  schedules.  In  eitl)er  case  it  has  only  the  slightest 
effect  on  the  table. 

Tlie  status  of  actiiai  salary  received  has  been  reported  on  by  692 
of  the  elementary  staff  in  Table  11,  the  data  of  which  are  summarized. 

While  the  largest  group  of  teachers  (24.3  per  cent)  in  this  table 
received  an  annual  salary  of  between  $1,000  and  $1,099,  the  median 
salary  of  the  entire  number  reporting  is  betvreen  $1,100  and  $1,200. 
Bearing  in  mind  that  the  median  length  of  service  in  the  public 
schools  is  o.lT  years,  the  relationship  of  Table  11  to  the  salary 
schedule  above  is  ^ery  well  indicated.  The  medians  for  the  different 
groups  of  teachers  are  seen  to  vary.  The  median  salary  for  main- 
land teachers  is  about  that  for  the  grou]3  as  a  whole.  The  median 
for  Caucasians  (Anglo-Saxons  and  Portuguese)  who  are  locally 
recruited  is  $200  greater  than  the  median  for  other  local  teachers, 
and  it  is  $100  greater  than  that  for  the  entire  number.  The  difference 
between  the  first  and  second  groups  (columns  2  and  3)  is  explained 
by  length  of  service  and  its  effect  on  the  sahiry  schedule,  while  the 
difference  between  both  of  these  and  the  third  group  (column  4)  is 
due  in  part  to  less  teaching  experience  and  in  part  to  a  lower  grade 
of  certification. 

If  salary  conditions  in  Hawaii  are  compared  with  similar  condi- 
tions in  the  United  States,  the  Territory  will  appear  in  a  favorable 
light.  Such  a  comparison  ma}^  be-  made  by  means  of  Table  12, 
which  presents  salary  statistics  with  reference  to  elementary  teachers 
in  392  cities  for  the  year  1918-19. 

Strictly  speaking,  the  comparison  can  not  be  an  exact  one,  because 
of  the  inclusion  of  a  small  percentage  of  ])rincipals  in  Table  11, 
whereas  in  Table  12  there  is  no  certaintv  as  to  this  noint;  on  the 


TEACPII2>G   STAFF,   PUBLIC   ELEMENT.iRY   SCPIOOLS. 


i  ^O 


otker  hand,  t lie  data  are  comparable  as  to  salary  ranges  up  to  $1,500. 
Table  11  slio^vs  that  the  largest  group  of  teachers  in  Hawaii  {24: J> 
pel'  cent)  receives  a  higher  salary  ($l,(X)0'to  $li)99^)  than  the  largest 
group  of  teachers  {'62.2  per  cent)  in  the  ^^9-2  cities  ($800  to  $999). 
In  Hawaii  only  IG  per  cent  of  the  teachers  receive  less  than  $1,000, 
ab  against  71  per  cent  receiving  less  in  o9-2  cities.  Again,  in  Hawaii 
71  per  cent  of  the  teachers  receive  a  salary  between  $1,000  and  $i/)99, 
while  28. 6  per  cent  of  teachers  in  392  cities  were  receiving  between 
$1,000  and  $1 J99.  Turning  to  the  western  group  of  States  in  Table 
11  (Group  E).  Pr4.o  per  cent  of  the  teacliers  in  these  States  vfere  re- 
ceiving less  than  $1,000  per  year  and  65.3  per  cent  were  receiving 
between  $1,000  and  $1J>99.  Corresponding  figures  for  Hawaii,  as 
previously  noted,  are  16  per  cent  and  71  per  cent,  respectively. 

From  a  comparative  point  of  view,  then,  Hawaii  is  xomid  to  be 
progressively  abreast  of  the  present  movement  of  better  reniuneration 
for  the  teaching  profession.  But  like  other  parts  of  the  country, 
Hawaii  will  doubtless  be  called  upon  to  meet  further  increases  for 
this  class  of  pul)lic  servants.  Commendable  though  it  was,  it  nuist 
be  realized  that  the  recent  adoi)tion  of  the  new  salary  schedule  for 
the  Territory  was  a  belated  act.  If  statistics  for  the  392  cities  for 
1019-20  were  at  hand,"  tliey  would  doubtless  show  very  marked 
progress  toward  still  higher  salary  ratings  for  elementary  teachers, 
cind  Hav\'aii  is  too  dependent  upon  mainland  teachers  to  be  unre- 
sponsive to  these  facts. 


Table  12. — Eh  uu  ntdrij  teachers'  salaries  for  1018-19  in  3d.2  citiesr 
[Distributed  according  to  geograpliical  grouping  and  salaries  received.] 

Total. 


S20t'>-399 

?400-.599 

S60O-7&9.. 

SSOO-999 

Sl,0l»-I,199.... 
81,200-1,299.... 
SI, 400-1,. 599... 
.^1.6(K)-1.799..., 
Si;S00-1.999.... 
S2,0aa-2.199.... 
G2,200-2;399.... 


Group  A."    ;     Group  B.s 


Num- 
ber of 
teach- 
ers. 


993 

3.748 

i;76S 

292 

4.J 

28 

4 


Per 
cent 

of    , 
total. 


Num- 
ber of 
teach- 
ers. 


Per 

cent 

of 

total. 


9.  .a 

3X2. 

36.0 

17.0 

2.9 

.4 

.3 


184 

1,003 

3,.07L 

2.619 

'296 

45 

12 

1 

3 

1 

1 


13.  » 

42.5 

36.2 

4.1 

.6 

.2 


Group  C.» 


Group  D. 


Group  S.5 


Nam-    Per 
ber  of    cent 
teach-      of 
ers.     total. 


Num- 
ber of 
teach- 
ers. 


13 

0.3 

4^ 

9.6 

2^043 

39.4 

1,.592 

30.7 

758 

14.6 

221 

4.3 

33 

.6 

15 

.3 

0 

.1 

3 

.1 

14 

sm 

1^109 

1,924 

1,429 

1,224 

60 

26 

17 

1 


Per     Num- 
cent    ber  of 
of      teach- 
total.  I    ers. 


0.2 

o.e 

18.2. 

31.5 

23.4 

20.0 

1.0 

.4 

.3 


2 

25 

5.52 

,274 

,660 

,344 

515 

19 

1 


Per 
cent 

of 
total. 


Num- 
ber of 
teach- 
ers. 


G.5 
10.2 
23.  G 
30.8 
24.9 

9.6 


291 

2,823 

10,-387 

11,1.57 

6.110 

3' 144 

CG5 

89 

30 


Per 

cent 
o€ 

total. 

0.9 

8.1 

29.9 

32.1 

17. 6 

9.1 

1.9 

.3 

.1 


1  i^rom  Public  School  SuiTey  of  Memphis,  Tenn..  U.  S.  Bu.  of  Educ.  Bui..  1919,  No.  50.  p.  68. 

-  Group  A.  E astern, includintr Connecticut,  Maine,  Massachusetts,  Nev,'  Hampshire,  New  Jersey,  Nev.' 
York,  Pennsylvania.  Pihode  Island,  Vermont. 

3  Group  B.'Southern.iucluding  Alabama,  Arkansas,  Delawaie,  District  of  Columbia.  Florida.  Georgia, 
Kentucky,  Louisiana.  Maryland,  Mississippi.  Nortli  Carolina,  South CArolina,  Tennessee,  Texa.s.  Virginii; 
West  Virginia. 

*  Group  C.  Great  Lakes,  including  Illinois,  Indiaoia,  Michigan.  Missouri,  Nebraska.  North  Dakotdt 
Oklahoma,  South  Dakota. 

a  Group  E.  Western,  including  Arizona.  Caliiornia,  Colorado,  Idaho,.  Montana.  Ne^  ada,  Nev.-  2v[eAico» 
OTegon ,  Utah,  Washington .  Wyoming. 

«  See  in  this  conntH-tlon  facts  regarding  tlie  advances  wliicli  have  been  made  in  teachor's. 
salai-ies  .since  1014,  Memphis  Survey,  U.  S,  Bu.  of  Educ.  Bnl..  1019.  No.  50.  p,  ffr;.  Sepa- 
rate figures  for  1^19-20.  hcvrcrer,  ore  not  given. 


174 


A   SURVEY   OF   EDUCATIOX   IX    HAWAII. 


There  are.  however,  facts  of  a  local  natuie  which  enter  into  con- 
sideration. Tiiese  have  to  do  Avith  (a)  living  expenses,  (h)  tlie  ques- 
tion of  whether  the  teaciier  has  other  persons  dependent  upon  her, 
Jind  (c)  the  possibility  of  a  margin  of  savings  from  present  salary. 

Tables  13  and  14  sliow  the  variation  in  living  expenses  (room, 
board,  and  laundry)  of  those  teachers  w^ho  live  in  cottages  provided 
by  the  department  of  public  instniction  and  those  who  have  to 
obtain  quarters  outside. 

Of  the  teachers  grouped  in  Table  13  the  median  monthly  ex- 
penditure is  $37.64.  Those  in  the  mivddle  50  per  cent  of  the  group 
find  that  their  expenses  range  between  $25  and  $51.25  per  month. 
Those  in  the  upper  fourth  of  the  group  pay  under  this  item  from 
$51.25  to  $100  or  over  per  month.  Table  14  gives  comparative  figures 
for  teachers  wlio  depend  upon  private  boarding  places.  The  median 
monthly  expense  for  this  group  is  $50.85 ;  for  the  middle  50  per  cent 
the  cost  ranges  betAveen  $36.90  and  $66  per  month,  while  for  those 
in  the  upper  fourth  the  range  is  from  $66  to  $100  or  more. 


Takik  18. 


-Liri)!/j  (.rprnsrs,  per  nioiith  of  trarliers  /»  teachrrs'  coltagc'^   {inchi'l- 
ing  hoard,  room,  ami  laundry). 


|2(V-29.f<9 . . 

liO 

J.-iO 

mi 

S70 

m) 

S90 


$1  Oft  and  over. 
Total . . 


Amount  ofcxponsr. 


Mcdiiiii  for  total  jrroup,  $.3" 


Caucasian  toaehers- 


From 
mainland. 


Of 
Hawaiian 
Islands. 


Others. 


126 


•i  i 

2  I 

2  ! 

21 

2  i 

1 ; 

3  I 


24  ! 


112 


Total. 


2 

6 

32 

70 

24 

72 

22 

45 

262 


Ta)<i.j- 

14. 

— Liriiig   (.r/>e)}.'<e.s   per   month    of   traeherM   vof    i)i 
U)irh('Ju)(i  hoard,  room,  and  laundr)/). 

teachers' 

rot  tag  OS 

» 

Amount  ofexpenso. 

Cai'.rasian  teachers— 

Others. 

1 
i 

■nSS.. ; «" 

Total. 

rndcr  ?-20 

$20-29.99 

$30 

$40 

$.iO 

tm 

87fi 

ISO 

mK 

§100  and  over. 


T(.ti.l 

Median  /or  total  group,  SoO.S.'i. 


6 
16  I 

7  : 
15  I 

11  i 

4  i 

1  j 


63 


63 


217 


TEACHING   STAFF,   PUBLIC  ELEMENTARY  SCHOOLS. 


175 


It  must  be  realized  that  the  tables  set  forth  facts  touching  only 
the  fundamental  necessities  of  li\dng  expenses  and  that  hea^^  in- 
roads are  thus  made  at  the  very  outset  on  the  teacher's  monthh^  war- 
rant. But  in  addition  to  this  teachers  in  Hawaii,  to  a  greater  extent 
than  elsewhere,  have  others  depending  upon  them  for  support.  In 
fact,  the  extent  to  which  this  is  true  is  shown  in  Table  15  herewith. 


Tablk    l^.—Othrr 


periion.s    dependent    upon    tcachei's    for 
in  part.^ 


.support   in    uhole  or 


Caucasian 

teachers — 

Others. 

Sumhi'T  of  dependents. 

From 
mainland. 

Of 
Hawaiian 
Islands. 

Total. 

* 
0                                                                .           

118 
47 
26 
13 
3 
3 
1 

45 
17 
24 
17 
10 
3 
4 
6 
3 
2 
3 
2 

26 
43 

87 
62 
32 
40 
18 
15 
11 

9 

I 

1 

189 

1                         

107 

137 

z                                                                        

92 

4         

45 

46 

i) 

23 

21 

8                                               

14 

9                                                                          

4 

10 

1 

7 

11                                               

3 

12                                                               

1 

13 

i 

I 

Total           .                            -■ 

212 

137 

343 

692 

1  HajiY  local  teachers  help  in  the  support  of  unusuallj'  large  families. 

Thus,  out  of  692  teachers  replying  to  the  question  concerning  de- 
pendents, 189  persons  only  report  none.  Those  having  at  least  one 
dependent  are  503,  or  74  per  cent ;  those  with  two  or  more  dependents 
are  396,  or  57  per  cent.  Therefore,  with  li\dng  expenses  proportion- 
ately high,  and  with  such  a  large  percentage  of  teachers  assuming 
the  responsibility  of  one  or  more  dependents,  it  seems  evident  that 
the  Hawaiian  teaching  staff  is  not  as  j^et  in  a  position  to  save  any- 
thing out  of  prevailing  salaries.  And  the  facts  as  presented  in  Table 
IG  bear  out  such  a  conclusion. 

Table  16. — Antount  of  suUinj  teudiers  sure  per  year} 


Amount. 

Caucasian 

teachers— 

Other 

teachers. 

---•  :  ^Sf 

Tr)tal. 

98 
13 

5 
10 
12 
22 
29 

9 
11 
19 

71 

9 

8 

2 
12 
12 
4 
2 
5 

177 
63 
27 

1? 

14 

17 
10 

9 

9 

346 

85 
40 

«l-?49.99 

ii55(j_$99  99           .                                          

$100-3149 

31 

S15()-S199 

25 
48 

SiOO-S599 

$300-S399 

58 

$100-?499 

23 

|LoOO-S5.599   ...                              

15 

$G00  and  over 

33 

Total 

228 

131 

345 

704 

»  Some  married  women  save  all  of  their  salary.  A  number  of  married  couple;  are  teaching.  Many  re- 
orted  saving  this  year  for  first  time.  Many  are  in  debt,  largely  because  they  are  ncAv  in  the  system  and 
a\  e  borrowed  money  for  transportation  from  mainland. 


176  A   SURVEY   OF    EDUCATION    IX    HAWAII. 

.Vccordmg  to  this  data  almost  one-half  of  th^  704  persons  answer- 
ing save  nothing  from  their  yearly  salary,  while  three-fourths  of 
them  save  less  than  $200. 

IMPORTANT    COXISIDEP.ATIONS    FAVORING    HIGHER    SALARIES. 

The  building  up  of  an  adequate^  paid,  contented  teaching  staff  is 
one  of  the  most  essential  conditions  to  the  success  of  a  school  system. 
Considerations  in  support  of  this  view  are  to  be  found  in  nearly  all 
recent -school  surveys,  but  more  particidaiiy  so  in  the  case  of  the 
^Memphis  Surve}^  Statements  of  such  convincing  logic  are  to  be 
found  in  the  latter  that  liberty  is  taken  to  quote  at  some  length,  as 
foliov/s : 

Good  business  practice  outside  of  the  teaching  profession  is  recoguizirig  this 
iieed,  for  it  is  learning  tliat  success  within  the  lield  of  business  enterprise  is 
largely  dependent  upon  offering  to  employees  inducements  such  that  long  tenure 
and  the  taking  of  a  Tital  interest  in  the  business  will  inevitably  ensue.  If  ic  be 
true  that  a  happy,  contented,  and  care-free  employee  is  requisite  for  success 
within  the  domain  of  business,  how  much  more  must  a  serene  mind  be  esssential 
ro  work  of  a  superior  quality  in  the  business  of  teaching.  Good  teaching,  per- 
haps n^iore  than  good  work  in  any  other  activity,  is  dependent  upon  n  buoyant,, 
hopeful,  joyous  mind;  for  gootl  teaching- is  a  matter  primnrily  of  the  spirit.  A 
state  of  mind  is  contagious.  Happy  teachers  mean  happy  children,  and  unhap- 
piness  in  a  teacher  inevitably  begets  unhappiness  among  children.  Men  and 
vs'omen,  as  well  as  children,  can  never  do  their  best  work  when  they  are  dis- 
pirited, discourageil,  and  depressed.  True,  some  teachers  are  able,  however 
adverse  tho  conditions^  to  live  in  the  realm  of  the  free  spirit,  but  with  most  the 
response  to  external  conditions  is  powerful  and  immediate.  In  the  interest  of 
the  children,  therefore,  school  othcials  should  give  much  practical  consideration 
to  the  ways  and  means  of  improving  the  material  conditions  wiiich  prt^s  in  upon 
the  life  of  their  teachers. 

The  qualitications  required  of  teachers  are  constantly  rising.  Tliere  was  a 
time  when  young  people  who  could  do  nothing  else  or  who  mslied  to  gain  a  few 
dollars  to  enable  them  to  attend  a  business  college  or  a  medical  or  law  school 
turned  to  teaching  with  no  intention  of  remaining-  in  the  work  longer  than  a 
year  or  two  at  most ;  but  those  days  iiave  gone  by  never  to  return.  It  is  now 
generally  recognized  that  qualities  of  character  and  intelligence,  as  well  as 
careful  training,  are  essential ;  and,  more  and  more,  oificials  who  are  responsible 
to  the  people  for  the  administration  of  their  schools  are  raising  tlie  required 
standard  of  tfualifications.  The  teacher  should  ahvays  be,  and  in  most  cases 
is,  the  equal  of  the  men  and  women  who  enter  other  branches  of  professional 
life ;  and  yet  she,  all  too  frequently,  receives  a  recompense  which  is  les»  than 
the  wages  of  those  wlio  are  doing  the  most  menial  and  unskilleil  labor  of  the 
eonnnunity. 

Furthermore,  a  teachei-  should  purchase  many  books,  she  should  attend  con- 
ventions and  conferences,  and  she  should  travel.  Her  groMi:h  can  not  be  main- 
tained unless  she  reads  dnily,  unless  she  comes  in  personal  contact  with  people 
outside  her  own  community  who  afford  a  corrective  agamst  the  provincialism 
of  localities,  and  unless  she  broadens  her  horizon  through  travel.  But  these 
things  can  not  be  accomplished  \s'ithout  money.    A  teacher  sliould  be  so  situated 


TEACHING   STAFF,    PUBLIC   ELEMENTARY   SCHOOLS. 


177 


financially  tlial  sli(^  can  si:>eiwl  a  tiftli  of  lier  salaiy.  nl   Ussst,  in  such  effort   a'r 
self-improvement  and  iii  the  acquisition  of  .self-eiiltiire. 

In  short,  a  salary  should  be  paid  sufficient  to  enable  teachers  to  live  in  rea- 
sonable comfort  and  still  have  left  a  margin  adefiuate  to  permit  them  to  take 
advantage  of  the  various  opportunities  for  personal  growth  offered  by  their 
own  and  other  comnumities ;  and  with  a  margin,  too,  generous  enough  to  make 
it  possible  for  them  to  command  that  respect  and  recognition  in  the  cominuuity 
to  which  the  dignity  and  worth  of  their  profession  entitle  them.  In  addition, 
a  teacher  who  has  provetl  her  worth  m  actual  practice  should  be  placed  com- 
pletely at  ease  with  respect  to  tenure.  Provisions  should  also  be  made,  again 
^rith  the  A^-elfare  of  tlie  children  in  mind,  for  a  retirement  fund  nhieh  will 
enable  an  allowance  to  be  made  to  the  one  who  has  faithfully  served  her  com- 
munity during  the  active  and  virile  period  of  her  life  span  and  which  will  make 
it  easy  for  her  to  be  withdrawn  from  the  classroom  when  her  usefulness  has 
ended. 

An  analysis  of  the  problem  of  the  individual  teacher  from  the  standpoint  of 
the  foregoing  considerations  shows  that  a  compensation  which  can  l>e  con- 
sidered adequate  must  cover  the  follovsing  items,  at  least:  (1)  Clothing  and 
subsistence;  (2)  medical  and  dental  care;  (3)  life  insurance;  (4)  family  suiv 
port  or  support  of  dejiendents ;  (5)  social  and  professional  growth,  such  as 
books,  magazines,  music,  art,  the  theater,  membership  in  tetichers'  associations, 
and  attendance  upon  summer  schools:  (6)  iBfcideRtals ;  (7)  establishing  a 
reserve.  At  least  $300  per  year  shoBid  be  saved  and  safely  invested.  At 
prevailing  prices  it  is  difficult  to  see  how  these  itenis  can  be  covered,  even  with 
severe  economy,  under  a  minimum  salary  of  $1,0(K)  i)er  year. 

In  addition  to  the  lore^oingy  most  teacher  salary  schedules  give  no 
recognition  to  variations  amongst  teachers  in  the  matter  of  meritori- 
ous service.  This  is  tnie  of  the  present  schedule  in  Hawaii.  It  is 
therefore  pertinent  to  suggest  that  the  department  of  public  instruc- 
tion consider  some  plan  whereby  its  present  procedure  with  reference 
to  teacher  rating  may  be  combined  with  some  plan  of  salary  increase. 
Thus  teachers  who  are  noteworthy  for  special  industry  and  interest 
and  for  effort  for  self-improvement  may  be  assured  of  mare  sub- 
stantial compensation  than  the  mere  consciousness  of  duties  well 
done. 

rRQPOSED   SALART  SCTTEDn:.!:  FOR   HAWAII, 

In  this  cormection  the  Federal  commission  v\'ould  suggest  a  study 
of  tlie  following  schedule  for  Hawaii : 

Table  17.~]'roiw.^ed  schedvle  for  (Joiicnfari/  sahrrie'^  in  Hawaii. 


Teachers. 


Salary  j-.chcdule  for 
eaeh  frronp. 


ilinimam. 


iraxiamra. 


Yearly 

salary 

increase. 


Year  in 
wiiicli 
jrroup 
maximum 
can  be 
reached. 


One-year  teachers  (probationary  for  3  yeans) SI,  1-fO 

Thiee-year  teachers ." '. 1,3^20 

Five-year  teachers 1 ,  50O 

Permxinerit  tea<;her3 1,800 

1 


?i.2eo 

i;440 
1,710 
2,0^0 


§60 
60 
GO 


Third. 
Third. 
Fifth. 
Fifth. 


178 


A   SURVEY   OF   EDUCATION    IX    HAWAII. 


The  following  excerpts  from  the  Memphis  Siirvev  "  nre  inrludecl 
liere  as  an  explanation  of  the  above  table : 

When  the  maximum  of  each  group  is  reached,  the  follovrina  alternative  courses 
sliould  he  open  to  the  board  of  education  : 

1.  Termination  of  the  contract  (permissible  each  year  in  ^rouj)  No.  1  i. 

2.  Reappointment  annually  at  the  group  maximum. 

3.  Promotion  to  the  next  higher  group. 

Tlie  promotion  from  group  to  group  beyond  that  of  tlie  tliret'-year  tenchers 
should  be  granted  only  to  those  who  have  shown  special  merir  and  have  ^iven 
evidence  of  valuable  professional  study.  To  satisfy  the  latter  condition,  the  board 
might  require  the  candidate  for  promotion  to  spend  a  year  in  study  at  some 
recognized  college  or  university,  or  a  year  in  teaching  in  some  good  school  system 
in  another  part  of  the  country,  or  perhaps  a  year  in  study  and  travel  combined. 

*  ^;  =:=  *  :!=  =:=  * 

A  schedule  such  as  the  one  prepared  would  have  teachers  who  enter  the  hrst 
group  looked  upon  as  being  on  a  probationary  status  subject  to  reelection  each 
year  for  thi-ee  years.  Those  who  are  rated  as  "  successful  "  at  tlie  end  of  this 
period  may  be  promoted  to  the  group  of  three-year  teachers,  wiiere  they  will 
advance  automatically  by  $60  increments  for  a  period  of  three  years.  Those  who 
are  rated  as  "  unsatisfactory  "  can  in  turn  be  continued  from  year  to  year  at  the 
maximum  of  the  probationary  group  or  dropped  from  the  corps.  When  a  teacher 
has  reached  the  maximum  of  the  "  three-year  "  group,  the  board  can  then  pro- 
mote her  to  the  "  five-year  "  group,  if  she  has  met  the  requirements  demanded  for 
pi'omotion,  and  reelect  her  from  year  to  year  at  the  maximum  she  has  reached  or 
dismiss  her.  And  so  when  the  maximum  of  the  "  five-year  "  gi-oup  is  i-e;iched, 
the  teacher  who  has  won  promotion  by  her  success  in  the  classroom  and  by  her 
efforts  at  self -improvement  can  be  made  a  member  of  the  "  permanent  teacher  " 
group,  where  she  will  remain  until  she  retires.  If,  in  the  judgment  of  the  of- 
ficials, a  teacher  has  not  merited  this  promotion,  she  can  be  retained  for  a  time 
at  the  maximum  salary  granted  to  the  group  she  is  in  or  be  dropped.  In  this 
•manner  an  adjustment  can  be  worked  out  between  the  teachers"  propei-  desire 
for  security  of  tenure  and  the  board's  proper  desire  to  eliminate  the  teachers 
who  do  not  continue  to  grow  in  efficiency.  At  the  same  time,  the  teacher  knows 
that  efforts  at  self-improvement  will  find  tangible  reward  in  teriirs  of  salary 
in<!'rease. 

i<ch<<htl('  of  s(il(iric.'<  of  (Uin(  liter]!  school  p/hiciixtl'^,'^  put  hito  op(  ration 

Anyust,  1919. 


i     First 
j     year. 

Second 
year. 

Third 
year. 

Fourth 
year. 

Filth 
year. 

Sixth 
year. 

Seventh 
year. 

With  1  assistant. 

With  2  assistants 

With  3  assistaijts     

$90 
95 
100 
110 
120 
130 
140 
150 
IHO 
170 
ISO 
185 
190 
195 
200 
205 
210 

S95 
100 
105 
120 
130 
140 
150 
160 
170 
175 
185 
195 
200 
205 
210 
215 
220 

$100 
105 
110 
130 
140 

\m 

ItiO 
170 
180 
185 
190 
200 
210 
215 
220 
225 
230 

$105 
110 
115 
140 
150 
ItiO 
170 
180 
190 
195 
200 
210 
220 
225 
2-30 

1 

$110 
115 
120 
150 
150 
170 
180 
190 
200 
210 
220 
230 
240 
250 
2H0 
270 
275 

S120 
125 
130 

$130 
135 
140 

With  4  assistants 

With  6  ass'stants 

"Wil h  fi  assistant s 

"With  S  as-istant.s 

! 

^Vi(h  *'  assistants 

A\'ith  11  assi.start.s 

With  12  assistants 

Wit  h  14  assistants 

With  15  assistants 

With  1()  assistants 

AVith  17  assistants  and  over 

i 

"Retiuirements,   arammar-jirade  oci-tificate. 

■^  The  Public  School  System  of  Memphis,  Tenn.     U.  S.  Bu.  of  Educ.  Bui.,  1910,  No.  50, 


TEACHING    STAFF,    P.UBLIC    ELEMEXTARY   SCHOOLS.  179 

The  great  variation  in  size  of  schools  in  Hawaii,  as  well  as  rural 
and  urban  differences,  give  justilication  for  variance  in  salaries  for 
principals,  in  spite  of  the  fact  that  city  systems  tend  to  favor  the  flat 
-alary  rate  for  these  officials.  It  is  recommended,  however,  that  the 
above  groupings  be  considerabl}^  reduced.  Principals  with  1  to  2 
assistants,  those  with  3,  4,  or  5  assistants,  those  with  6,  7,  or  8,  those 
VN-ith  9,  10,  or  11,  those  with  12,  13,  or  14,  those  with  15,  16,  or  17, 
those  with  18  or  more  might  better  be  grouped  for  specified  salary 
rates.  As  in  the  case  of  suggestions  in  Table  16,  advance  in  salary 
from  3^ear  to  year  should  be  on  the  merit  basis. 

KECKXJITINO   TEACH EKS   EKOM    THE    MAIXLAND. 

Eeference  was  made  in  the  early  part  of  the  chapter  to  the  fact 
that  Hawaii  must  depend  upon  the  mainland  United  States  for  some- 
thing more  tlian  one-third  of  her  elementary  teachers.  This  being 
the  case,  there  are  certain  considerations  touching  the  recruiting  of 
teachers  that  ought  to  be  mentioned.  In  the  first  place,  the  Terri- 
tory must  compete  with  States,  most  of  whom  for  the  period  of  the 
war,  at  least,  have  found  it  impossible  to  fill  their  own  school  vacan- 
cies. California  with  a  shortage  of  more  than  300  teachers  is  just 
one  example  out  of  a  total  of  40  or  more  States  that  are  likewise 
Iiandicapped.  Again,  standards  of  certification  are  advancing  very 
generally,  so  that  the  type  of  teacher  sufficiently  enterprising  to  seek 
positions  at  such  a  distance  from  home  and  friends  will  very  likely 
be  among  those  holding  the  best  grades  of  certification.  These  con- 
ditions point  with  certaint}^  to  the  need  of  a  comparativelj^  high 
salary  schedule  for  the  Hawaiian  Islands. 

In  the  second  place,  something  must  be  done  to  insure  longer  serv- 
ice on  the  part  of  the  mainland  recruit.  The  Philippines  require 
from  American  teachers  a  two-3^ear  contract,  and  it  is  entireh^  pos- 
sible for  Hawaii  to  inaugurate  and  successfully  maintain  similar 
contractual  terms.  Indeed,  it  will  not  be  difficult  to  recruit  on  this 
basis  if  the  Territory,  for  her  part,  Avill  give  better  assurances  as  to 
housing  conditions  for  teachers  at  the  school  centers  of  the  plan- 
tation camps  and  other  more  or  less  isolated  places.  Furthermore, 
in  view  of  Hawaii's  past  success  in  placing  and  retaining  married 
couples  who  \vd\e  come  with  teaching  experience  from  the  mainland, 
it  is  possible  that  this  source  offers  a  part  solution  of  the  problem. 

Equally  important  with  the  above  points  is  the  method  of  securing 
candidates  from  the  mainland.  At  present  the  department  of  i)ublic 
instruction  is  in  touch  with  a  number  of  appointment  bureaus  in 
mainland  normal  schools  and  colleges,  and  with  some  of  the  teacher 
agencies  of  a  private  character.  Through  these  various  centers  it  has 
been  possible  to  assemble  a  considerable  list  of  applicants.  But,  natu- 
rally, the  desirability  of  each  applicant  has  been  based  on  the  printed 
credential.  The  department  is  too  much  in  the  dark  concerning  such 
important  considerations  as  general  character,  ^^^rsonal  ai^pearance, 


180  A   SURVEY    OF   EDUCATIOX    IX    HAWAII. 

successful  experience,  initiative,  and  professional  enthusiasm  of  these 
distant  candidates.  More  than  this,  after  the  selection  of  some  par- 
ticular group  of  teachers  from  among  the  many  applications,  the 
department  then  faces  the  probability  of  learning  that  a  large  per 
cent  of  them  has  already  accepted  positions  in  mainland  schools. 
In  view  of  this  situation  two  alternative  courses  are  proposed : 

1.  The  Territory  should  provide  in  the  department  of  public  in- 
struction an  official  who  shall  spend  at  least  one-half  of  each  school 
year  in  visiting  teacher-training  centers  and  public-school  sj^stems  on 
the  mainland.  This  officer  should  interview  prospective  candidates 
whose  applications  may  have  been  filed  in  Honolulu  previously,  and 
he  should  discover  successful  teachers  in  the  classrooms  who  might 
be  interested  in  accepting  positions  in  Hawaii.  His  field  for  recruit- 
ing should  include  not  only  the  Pacifi^3  slope  but  also  the  Mississippi 
Valley,  New  England,  and  the  South,  and  where  Hav/aii's  salary 
schedule  would  offer  more  favorable  comparison.  In  this  work  the 
importance  of  personal  interviews  with  candidates  should  be  stressed, 
and  each  yearly  trip  should  be  preceded  by  information  from  pros- 
pective sources  of  supply,  in  order  that  the  officer  might  have  a 
definite  plan  of  procedure. 

2.  The  department  of  public  instruction  should  establish  definite 
affiliation  VNdth  one  or  two  teacher-training  centers  in  several  of  tlie 
Western  States,  making  each  of  these  an  agency  for  reporting  specifi- 
cally and  definitely  the  foregoing  important  information  usually  not 
included  in  tlie  credentials  whicli  accompany  api^lications.  For  this 
alternative  the  Territory  would  probably  have  to  assume  some  ex- 
pense, such  as  the  actual  cost  of  bookkeeping  and  clerical  assistance. 
Certainly  in  a  majority  of  cases  personal  application  for  positions 
could  be  made  at  one  or  the  other  of  these  centers  in  each  State. 

Finally,  it  is  advisable  that  the  department  of  public  instruction 
consider  some  plan  where! )y  maiid.and  teachers  may  have  an  oppor- 
tunity to  inform  themselves  of  those  features  of  the  Hawaiian  school 
situation  which  are  peculiarly-  different  from  conditions  in  Ameri- 
can schools.  In  the  matter  of  differences  caused  by  Hawaii's  racial 
elements  and  their  bearing  on  the  curriculum  and  procedure  of  the 
classroom  the  new  teacher  has  need  of  some  insight  and  guidance. 
This  could  be  acquired  quickly  if  opportunit}^  for  observation  of 
school  work  were  provided;  a  week,  or  two  weeks  at  most,  would 
suiHce.  The  following  proposals,  therefore,  are  made  to  meet  this 
situation : 

1.  Open  the  schools  of  Honolulu,  or  even  of  the  island  of  Oahu,  two 
w^eeks  in  advance  of  the  opening  date  on  other  islands. 

2.  Arrange  a  schedule  of  observation  for  mainland  teachers,  if  not 
for  all  who  are  new  appointees. 

o.  Require  such  teachers  to  carry  on  this  observation  with  the  same 
degree  of  faithfulness  that  would  l)e  expected  in  classroom  teaching. 


Chapter  V, 

CLASSROOM  PROCEDURE   AND  THE   COURSE  OF   STUDY 
OF  THE  ELEMENTARY  SCHOOLS. 


Contexts. — Suggestions  from  teachors  ;  general  coiiditions  relating  to  course  of  study  ; 
school  handicaps  in  Hawaii ;  lack  of  supplementary  material ;  time  allotment  in  course  of 
ly ;  penmanship;  reading,  literature,  and  story  work;  "Hawaii's  Young  People''; 
ullage  and  grammar:  arithmetic;  spelling;  geography;  history  and  civics;  hygiene; 
ii-i.  ic  ;  science  and  nature  study;  physical  education;  vocational  and  industrial  educa- 
ilnu  ;  revision  of  co«i-se  of  study  ;  need  of  a  textbook  commission  ;  method  of  distrihatlDg 
textbooks. 


COMMENTS   1-TIOM   THE  TEACHEES. 

'■  I  find  the  coarse  of  study  very  unsatisfactory.  Many  of  the  J>ook3  are  en- 
tirely uusnited  to  the  grades  and  classes  of  children.  There  is  too  mucli 
repetition  of  v/ork.  Too  mach  rote  work  is  given.  Children  are  obliged  to  u;se 
the  saioe  reader  through  the  fourth  and  fifth  grades.  The  school  has  no 
school  library,  very  few  reference  book^;,  ai:id  no  books  for  children  to  read." 

•  In  the  beginning  it  is  very  (.liflicult.  I  may  say  iniix>ssible,  to  keep  a  large 
c]a?;s  of  children  interested  whose  knowledge  of  English  is  limited  to  a  few 
words,  especially  when  classroom  equipment  is  also  limited.  For  reading 
matter  I  would  suggest  something  more  interesting  than  the  present  primer. 
Children  soon  lose  interest  in  '  The  bug  that  lived  in  a  rug,'  or  '  The  nest  that 
hung  in  a  tree';  while  they  never  tire  of  the  story  of  'The  Three  Bears/  or 
'  The  Little  Red  Hen.'     More  time  should  be  given  to  oral  expression." 

"  Revise  the  course  of  study ;  do  not  give  so  much  technical  grammer  in  the 
first  four  grades;  simplify  hygiene,  arithmetic,  and  geography;  have  less  drill 
on  a  few  stories,  and  more  stories  and  poems  in  general,  in  the  lirst  five  grades ; 
allow  for  some  play  periods  in  the  first  four  grades — children  shotild  be  taught 
to  play  as  V\'ell  as  to  w^ork.  Install  a  set  of  nevr  and  up-to-date  textbooks : 
appoint  a  capable  committee  to  ascertain  which  textbooks  have  proven  to  be 
the  most  successful.     Install  a  phonetic  system."* 

''  I  recommend  a  new  set  of  readers.  Tliose  which  we  are  using  at  present 
are  not  suited  to  the  needs  of  the  children  of  Hawaii.  They  contain  many 
difficult  v>"ords  which  are  never  used  in  ortliiisTy  conversation,  especially  by 
the  children  \^'hom  vre  teach." 

''  I  reconmiend  ;i  ne^v  course  of  study.  The  readeis  used  in  the  primary 
grade;-  are  too  difficult  for  the  children.  ?dore  kindergarten  work  should  be 
done  in  the  beginning  grades." 

"An  entirely  nev^-  course  of  study.  The  present  one  is  a  half  century  beliind 
time  in  methods  of  teaching.  There  are  other  ludicrous  things  about  it, 
especially  geography,  which  portrays  the  Hawaiiau  Ishmds  as  being  the  center 
of  the  universe  and  the  remainder  of  the  world  as  of  no  consequence." 

181 


182  A   SURVEY   OF   EDUCATION    IX    HAWAII. 

"  I  would  suggest  a  new  standard  reader  for  the  fourth  grade.  There  may  be 
a  worse  reader  than  the  one  in  use,  but  I  have  not  seen  it.  Abolisli  plan  books 
which  re<^iuire  each  minute  detail  set  down  each  day ;  it  is  impossible  to  follow 
it  in  every  item ;  a.n  outline  of  each  day's  work  is  enough.  Examinations  given 
by  the  department  in  the  grades  should  be  eliminated ;  it  is  an  unfair  way  to 
promote  a  small  child.  Can  not  principals  and  teachers  be  trusted  to  Judge 
promotions  up  to  the  fifth  grade?  We  need  three  or  four  times  the  school 
(equipment  now  in  use ;  also  books  and  more  books." 

"  Limit  number  work  in  first  grade  to  counting  and  simple  addition ;  more 
oral  language  and  outdoor  conversation.  Use  Beacon's  Primer  or  First  Reader 
or  some  other  good,  simple  reader,  instead  of  the  books  we  are  now  using." 

"  The  privilege  of  taking  a  class  or  school  to  the  beach  or  mountains  might 
be  restored.  The  children  discover  a  great  deal  on  these  trips.  Formerly  I 
took  my  entire  school  to  the  beach  three  times  a  year.  It  was  a  great  joy  to 
the  children  and  furnished  material  for  oral  and  written  composition." 

"  Much  less  arithmetic  in  the  first  three  years  and  an  increasing  amount  of 
reading.  Two  or  three  readers  a  year  instead  of  one,  but  reading  that  can 
l)lease  and  develop  love  for  literature  without  the  thought  of  passing  an  exami- 
nation being  uppermost  in  the  mind  of  teacher  and  pupil." 

**  The  children  place  too  much  importance  on  examinations.  As  long  as  these 
are  continued  children  will  cram  three  times  a  year  and  let  things  slide  during 
the  term.  If  it  is  impossible  to  find  teachers  capable  of  judging  a  child's  work 
a.nd  ability,  some  other  way  should  be  found  than  examinations  sent  out  by 
th(^  department." 

'•  Thei-e  are  many  words  in  our  spellers  which  we  as  teachers  never  use. 
"VMiy  should  the  children  learn  them  when  they  can  not  spell  the  simple  words 
of  everyday  use  correctly?" 

*"■  I  vrould  have  phonics  taught  in  the  primary  grades.  The  Japanese  chil- 
dren especially  need  this.  Dictation  exercises  show  how  they  confuse  the  short 
sounds  of  the  vowels  and  the  sounds  of  certain  consonants  such  as  &  and  p, 
b  and  v,  and  I  and  r.  I  would  have  geography  work  in  the  second  grade  given 
In  the  language  peiiod  and  not  taught  for  the  sake  of  information.  Primary 
grades  should  have  several  sets  of  supplementary  readers." 

"  This  school  is  at  least  10  years  behind  the  times  in  methods  and  equipment. 
^^'e  need  live,  well-trained  principals  and  supervisors  M'ho  know  iiow  the  Ameri- 
ran  schools  are  managed." 

"  The  work  to  be  covered  is  too  much.  The  children  are  not  drine<l  enough 
oraliy.     More  work  in  phonics  should  be  given," 

"  The  course  of  study  requires  too  many  facts  in  ge<jgraphy  and  history." 

"  The  coui'se  of  studj'  should  be  rearranged  ;  new  requirements  crowd  upon 
old  requirements." 

"  Physical  training  throughout  the  islands  is  neglected.  This  subject  must 
be  emphasized.  Special  teachers  should  work  out  an  outline  or  course  to  be 
used  throughout  the  schools." 

"  Revise  the  course  of  study.  Much  of  the  work  required  is  too  hard  for  the 
children  in  these  schools  and  not  suited  for  their  needs.  This  should  include 
the  adoption  of  the  most  up-to-date  textbooks.  We  ought  to  have  good  readers 
right  up  through  the  grades  to  teach  these  children  to  read." 


CO^ASSROOM   PEOCEDURE   AND  COURSE   OF  STUDY.  183 

"  The  course  of  study  needs  to  be  improved  a  great  deal.  I  have  the  third 
irrade,  and  have  found  it  very  hard  to  teach  according  to  detailed  prescrip- 
tions.    It  is  tedious  work.    The  arithmetic  is  far  too  hard  for  the  pupils." 

"  So  uuich  written  v.ork  is  required  in  the  course  of  study  for  the  lower 
grades  that  it  is  impossible  to  tind  time  for  oral  work.  If  the  children  had 
more  of  the  latter  in  lower  grades  they  would  be  able  to  express  themselves 
better  in  the  upper  grades." 

"  Give  a  simpler  course  of  study  in  the  public  schools.  Our  present  aritli- 
roetic  is  not  adapted  to  pupils  of  Hawaii ;  the  problems  are  not  practical. 
Readers  are  not  suitable.     In  some  grades  too  much  geography  per  term." 

"(1)  Change  school  laws  relative  to  compulsory  attendance  and  require 
that  each  child  shall  have  attended  a  certain  number  of  days  before  being 
allowed  to  be  released  from  school.  This  will  insure  regularity  of  attendance. 
Most  of  the  back wa I'd  pupils  are  those  who  are  irregular  at  school.  This 
irregularity  interferes  with  the  progress  of  others.  (2)  Establish  Ixindevfjarten 
classes  in  every  school  as  a  preparatory  step  to  primary  school  entry.  Our 
non-English  pupils  should  acquire  a  vocabulai-y  before  they  can  successfully 
Take  up  the  work  of  the  grades.  These  kindergarten  classes  should  be  in 
charge  of  experienced  and  well-trained  ofiicers.  (3)  Employ  none  but  spe- 
cially trained  teachers  for  grades  one  to  four,  inclusive.  Unfortunately,  the 
rule  heretofore  has  been  to  assign  tiie  weak  and  inexperienced  teacher  to 
these  grades,  especially  to  the  first  and  second  grades.  (4)  Adopt  a  set  of 
■iiwdern  readers  adapted  to  non-English  speaking  children.  Provide  each 
primary  teacher  with  a  phonetic  chart.  (5)  A  complete  revision  of  the  pres- 
ent course  of  study  is  necessary.  There  is  too  much  subject  matter  in  it 
now.  It  tends  to  rush  work  in  order  to  cover  work  of  the  term.  Pupils  get 
only  a  smattering  of  the  work — nothing  more.  (6)  At  present  schools  are 
Itreparing  pupils  for  examinations.  This  is  not  education.  There  is  no  time 
for  anything  but  examinations  and  tests.  Schools  should  be  social-educational 
centers.     Provide  for  it  in  the  new  course  of  study." 

"(1)  KlnOercimten  schools.  Every  large  school  should  have  one  for  the 
betterment  of  the  first-grade  work.  8uch  schools  to  be  under  the  supervision 
of  the  department  of  public  instruction.  (2)  Medical  cxaminatlo-n  of  piipils. 
There  should  be  a  better  and  more  thorough  medical  examination  of  pupils 
than  heretofore.  A  better  examination  of  a  child's  eyes,  nose,  ears,  teeth, 
throat,  as  well  as  his  general  physical  and  mental  conditions.  A  child  very 
often  is  poor  in  his  scliool  work  through  one  or  more  of  the  above  causes. 
A  better  undei-standing  of  the  child's  ailments  and  a  quick  remedy  for  same 
very  often  work  wonders." 

"  For  the  first  four  years  do  less  written  work  and  more  oral.  Develop  100 
per  cent  Americanism.  Let  the  school  be  the  leader  in  community  life.  Obtain 
stereopticon  slides  and  films  and  use  them  for  the  purpose  of  awakening  the 
l>atriotic  spirit.  Send  a  competent  lecturer  around  to  the  schools  if  the  teachers 
will  not  do  it.  Create  a  love  for  the  beautiful  by  means  of  good  pictures, 
tasteful  surroundings,  etc.  Drop  Literature  and  use  a  good  magazine  oi-  paper 
in  its  place.  Use  St.  Nicholas  or  something  up  to  date.  The  children  say  we 
are  not  teaching  the  truth  at  present.  Do  le.ss  memory  work  and  teach  more 
through  the  eye.  Use  the  stereopticon  to  develop  geography,  hygiene,  and  his- 
tory ssrtories.  At  present  all  that  our  children  see  of  the  world  is  what  they 
learn  from  the  movies.  Develop  hand  work.  Secure  from  plantations  sets  of 
problems  in  daily  use  about  weighing  cane,  measuring  land,  etc.,  and  use  them 


184  A   &URYEY   OF   EDUCATION   IZs^    HAWAII, 

t"oi'  Upper  grades.     Use  forms  tliat  are  \ise<!  hy  large  iirnis  in  na\Yaii  for  ex- 
ample." 

"  (1)  More  oral  work  and  less  written  \vork  s'lioiald  be  given.  TM>;  could 
be  doue  by  eliminating  the  necessity  of  filing  daily  written  work.  (2)  I  would 
like  to  see  more  oral  reading  in  the  upper  grades-,  some  of  sucli  nature  as  would 
not  be  too  hiird,  Tlien  the  pupils  would  understand  what  tliey  are  reading  and 
could  learn  to  use  the  American  language  more  fiueutly.  (3)  All  the  reading 
would  be  improved  if  pupils  in  the  first,  second,  and  third  years  were  taught 
phoneticauy/* 

••The  Golden  Treasury  Reader  should  be  replaced  by  some  other  good  reatler 
that  Is  suitable  for  the  children  of  Hawaii.  The  words  in  the  above  reader  are 
too  difficult  for  the  chiltlren  here,  and  the  stories  are  not  interesting.  Most  of 
the  time  the  children  have  no  idea  of  what  they  are  reading.  Plain  exery  day 
words  mean  a  great  deal  to  the  children.  The  Champion  Speller  is  also  not 
suitable  for  the  cliildren  of  these  Islands.  The  words  are  too  hard  and  most 
<'f  them  the  children  vrill  never  hear  or  use  after  they  leave  school." 

•'  ( 1)  Supplementary  rea^diug  foi'  the  lower  grades.  (2)  The  geography  and 
r^^tory  v^rork  in  the  lower  grades  is  very  much  beyond  the  pupils.  (3)  No  ex- 
aminations? from  the  departmeut.  This  narrows-  the  course  df)Wii  to  a  mere 
process  of  meAuoriyAng  in  order  to  pass  the  examinations.  We  sliould  have  the 
opportunity  to  give  the  subjects  in  a  broader  and  simpler  manner.  (4)  Too 
much  repetition  in  the  courise  of  study,,  especially  in  hygiene.  (5)  Much  more 
Hiuipment  for  the  lii'st  grade.  I  thiidi:  the  vrork  ubo^e  the  third  grade  could  be 
iiaiidled  nicely  if  the  lower  grades  were  prepared." 

"■  If  the  work  wa-s  not  presented  quite  so  formally  and  gave  an^  opportunity 
for  more  individuality  of  expression  among  the  children,  i  believe  it  would  be 
an  improvement  in  the  school  system." 

•'(1)  Simplified  course  of  study  for  rural  schools  to  meet  the  need  of  the  pupil. 
(2)  Abandon  use  of  spelling  books  in  primary  grades  and  use  words  from  daily 
lessons.  (3)  Simpler  readers  and  arithmetics  for  primary  grades.  (4)  Reduc- 
liou  of  number  of  pupih*  to  each  teacher.  (5)  Strict  enforcement  of  entire  u^e 
of  English  language  vrhile  attending  school,  whether  on  the  playground  or  in 
the  cla&*s.  (6)  Necessary  and  better  schoolroom  equipment.  (7)  Fraquent  lec^ 
tures  or  short  courses  on  methods  of  teacbing  for  teachers." 

The  foregoing  list  of  comments  and  recommendations  from  tlie 
elementary  staff  of  Hawaii  is  representative  of  the  urgent  and  wid^^- 
spread  demand  for  a  tlioronghly  revised  course  of  study.  It  spealcs 
vrell  for  the  interest  of  the  teachers  to  state  that  in  the  T81  question- 
naires returned  to  the  commission  85  per  cent  of  the  teachers  replied 
to  question  18,  which  reads  as  follows : 

Without  discussing  the  matter  with  others,  as  yon  see  the  public  school  prob- 
lem of  the  Islands,  what  vvould  you  recommend  for  the  improvenu^nt  of  tlie 
schools  or  school  conditions?  Please  enumerate  briefly  your  most  important 
recommendations.     (Use  a  separate  sheet  if  necessary.) 

Nineteen  teachers  only  replied  that  conditioas  were  sufficiently 
satisfactory  and  that  there  was  nothing  to  suggest,  an<l  98  teachers 
returned  their  ({uestionnaires  with  No.  18  unanswered.  Of  tliose 
Avho  did  respond,  practically  everyone  had  suggestions  touching 
either  the  course  of  study  or  school  conditions  bearing  on  the  same. 


CLASSROOM    PROCEDURE    AND    COURSE   OF    STUDY.  185 

SO^r.E  GEXERAL  COXDITIOXS  JX  THE  EIJ^MEXTARY   SCHUOEkS  THAT   HAVE  A 
BEARING  OX  THE   COURSE  OF   STUDY. 

The  success  or  failure  of  a  school  curriculum  is  closely  related  to 
the  enviroiimg  conditions  under  which  it  operates,  nowhere  less  so 
tlian  in  the  Territory  of  Hawaii.  Because  of  this  it  has  seemed  ad- 
visable to  point  out.  in  a  brief  manner,  important  features  of  the 
schools  which  give  the  course  of  study  a  favorable  setting,  other  fea- 
tures which  offer  a  serious  handicap  to  the  work  of  the  teacher,  and 
still  others  the  lack  of  which  prevents  the  class  teacher  from  reaching 
even  moderate  efficiency - 

Hawaii  is  a  country  of  the  open-air  school.  In  no  other  part  of 
the  United  States  probably  is  there  a  school  system  comparable  in 
this  respect.  Fully  half  of  the  children  are  housed  in  open-air 
bmigalows.  The  larger  school  plants  contain,  usually,  one  or  two  of 
the  conventional  buildings.  Where  they  represent  modern  construc- 
tion the  classrooms  are  everywhere  fitted  with  adjustable  vvindows 
which  make  possible  an  admirable  open-air  effect,  but  even  in  the  case 
of  old-style  structures  windows  and  doors  are  very  seldom  closed. 
Since  artificial  iieating  is  not  a  problem  in  Havraii.  there  is  no  inter- 
ference coming  from  some  highly  complex  heating  system.  The 
consequence,  as  may  be  imagined,  is  the  making  possible  of  almost 
100  per  cent  efficiency  in  the  matter  of  ventilation.  On  all  the 
islands  poorl}^  ventilated  rooms  are  the  exception;  for  example,  on 
one  island  out  of  a  total  of  130  classrooms  visited  by  a  member  of 
the  survey  staff,  just  two  rooms  were  found  having  poor  ventilation. 
In  so  far  therefore  as  fresh  air  and  constantly  changing  air  are  fac- 
tors in  the  success  of  classroom  work,  Hawaiian  children  enjoy  a 
marked  advantage. 

In  addition  to  the  above,  climatic  conditions  are  favorable.  May 
and  June  are  oppressive  months  through  the  Territory,  and  some  sec- 
tions find  the  humidity  objectionable  for  about  four  months  of  the 
year.  Taken  altogetlier,  these  children  have  a  decided  advantage 
in  that  weather  changes  or  disturbances  are  of  such  mild  character 
as  to  make  school  attendance  convenient  and  school  work  pleasur- 
ai:)le  throughout  the  year. 

The  comparative  ease  of  discipline  is  another  factor  that  is  con- 
(lucive  to  good  classroom  wori.  Except  in  the  case  of  very  immature, 
inexperienced,  and  poorly  trained  teachers,  the  problem  is  practi- 
cally nonexistent.  Hawaiian  children  are  unusualljr  tractable. 
Though  slower  in  response,  they  appear  to  be  as  friendly  to  teachers 
Vvdio  are  kindly  and  sympathetic  as  any  group  in  xVmerican  schools. 
More  than  tliis,  their  home  training  develops  more  rigid  ideas  of 
obedience,  and  these  they  bring  to  the  classroom  teacher  as  added 
guaranty   of   cooperation.      They   expect   the   teacher   to   command. 


186  A   SURVEY   OF   EDUCATION    IN    HAWAII. 

Obedience,  too,  is  linked  with  a  good  school  spirit  on  the  part  of 
the  children.     Xo  matter  how  complex  the  racial  elements,  the  chil-  ^ 
ilren  indicate  a  pride  in  the  public  school  sufficient  to  justify  much 
liope  as  to  the  cpuility  of  their  future  citizenship. 

Finally,  classroom  work  is  materially  advanced  by  the  fact  that 
teachers  are  uniformly  held  up  to  high  standards  of  good  house- 
keeping. Untidy  rooms  are  seldom  found.  Clean  floors,  clean  black- 
boards, and  tidy  desks  are  doubtless  demanded  by  supervising  prin- 
cipals, for  they  are  everyv.diere  the  rule,  save  perhaps  where  classes 
are  being  held  in  some  of  the  Japanese-language  schools,  and  respon- 
sibility in  this  case  is  not  chargeable  to  the  public  school.  Class- 
rooms are  not  only  clean  but  they  are  artistic  in  arrangement  and 
«lecoration  to  a  ^ery  commendable  degree.  Furthermore,  in  the 
matter  of  cleanliness  and  tidiness  of  pupils  the  Hawaiian  schools  set 
an  enviable  standard  for  other  city  or  rural  schools  in  America. 

On  the  other  hand  the  Ha.waiian  schools  are  conducted  under  a 
number  of  trying  conditions  which  have  a  very  apparent  eiiect  on 
classroom  results.  The  following  are  among  the  more  noticeable 
lumdicaps : 

SCHOOL  HANDICAPS  IN   HAWAII. 

1.  There  are  not  enough  classrooms  and  consequently  not  enough 
teachers,  and  the  eiiect  has  been  an  unreasonable  overcrowding  of 
classes.  This  is  especially  true  in  the  primary  grades,  where  there  is 
emphatic  need  of  relatively  small  classes  in  order  to  insure  to  each 
pupil  abundant  opportunity  for  individual  work  in  the  English 
language.  Classes  of  50  or  60  or  even  more  children  make  neces- 
sary an  undue  amount  of  administrative  machinerj^,  in  looking  after 
which  a  teacher  too  easily  overlooks  the  child.  Group  reciting  be- 
comes a  fixed  procedure,  during  which  many  an  error  grows  into 
a  habit. 

2.  The  department  of  public  instruction  has  injudiciously  placed 
too  many  poorly  certificated  teachers  in  the  early  grades,  and  pupils 
have  thereby  made  a  bad  start.  It  is  true  that  such  action  is  not 
always  avoidable,  but  nevertheless  a  better  plan  of  teacher  assign- 
ment can  be  worked  out.  Capable  English-speaking  teachers  should 
be  assigned  to  the  first  and  second  grades. 

3.  As  soon  as  possible  the  double  desks  used  so  extensively  in  the 
schools  should  be  replaced  by  single  desks  of  a  modern  type.  At 
present  desks  are  not  fitted  to  pupils,  and  they  can  not  be.  In  the 
upper  grades  particularly  the  desks  are  misfits,  and  seriously  so, 
}>ecause  of  the  great  amount  of  seat  work  that  prevails.  In  very  few 
classrooms  are  the  desks  up  to  an  acceptable  standard.  Pupils  are 
developing  bad  habits  of  sitting,  due  to  the  lack  of  proper  seating 


CLASSROOM    PROCEDURE   AND   COURSE    OF   STUDY.  187 

accommodation,  and  as  for  the  pupils  usin<^-  the  chissrooms  of  the 
Japanese-language  schools,  conditions  are  impossible. 

4.  Tlie  elementary  classrooms  are  poorly  equipped.  Blackboards 
in  about  half  of  the  schools  need  improvement.  They  have  an  un- 
usual amount  of  usage,  and,  if  for  no  other  reason,  should  be  modern- 
ized and  kept  in  good  condition.  Some  of  the  outlying  classrooms 
at  liilo,  for  example,  are  pitiably  handicapped  in  this  regard.  Equip- 
ment such  as  wastebaskets,  brooms,  dustpans,  erasers,  and  even  chalk 
are  frequently  provided  b}'  the  teachers  out  of  their  own  salaries. 
In  one  school  the  teachers  have  provided  ink  for  the  ])upils  rather 
than  liave  them  use  a  very  poor  quality  furnished  by  the  department. 
In  the  matter  of  school  maps  and  charts,  the  Territory  has  furnished 
only  meager  assistance.  Teachers  are  expected  to  provide  additional 
ones.  Among  these  the  hygiene  charts  offer  a  decided  example  of 
misdirected  polic}'.  Excellent  hygiene  charts  can  be  purchased  in 
the  market,  but  teachers  are  asked  to  spend  v^eary  hours  in  the 
drawing  of  sets  of  them  sufficient  for  the  respective  grades.  The  time 
tlius  spent  could  be  used  in  more  profitable  work,  while  their  expense 
should  not  be  levied  against  teachers'  salaries.  Similar  lack  of  fore- 
sight holds  with  reference  to  supplies  for  classes.  At  comparatively 
slight  cost  to  the  system  the  work  of  the  children  could  be  very  per- 
ceptibly advanced  if  the  department  Avere  to  furnish  such,  things  as 
dravring  paper,  paste,  scissors,  and  other  materials  of  handwork.  At 
present  these  supplies  are  purcliased  by  teachers  or  pupils  in  the  case 
of  the  few  schools  that  encourage  their  use. 

5.  The  work  of  the  classroom  would  be  improved  if  the  system  of 
"  plan  '•  writing  could  be  reorganized.  It  has  become  a  mechanized 
routine.  The  constant  repetition  of  forms,  phrases,  details  in  each 
subject  da}^  after  day  and  week  after  week  is  hampering  and  unneces- 
sary to  the  well-equipped  teacher.  For  tiie  inexperienced  teacher  it 
probably  habituates  as  much  bad  theoiy  and  practice  as  good.  There 
is  little  or  no  evidence  that  plans  are  revievred  in  any  constructive 
and  helpful  manner  by  the  supervisory  stall".  They  must  be  pre- 
sented to  the  principal,  and  they  are  inspected  by  supervising  prin- 
cipals, but  both  procedures  are  characterized  by  the  teachers  as 
wholly  perfunctor3^  Wherever  one  inquired  there  was  the  same  reac- 
tion regarding  the  requirement.  What  is  needed  is  a  system  of  out- 
lines which  will  make  them  a  benefit  and  an  aid,  not  deadening  armor. 
Successful  teachers  should  have  in  syllabus  or  outline  form  each 
subject  covered  by  their  respective  grades,  copies  of  which  may  well 

:  be  furnished  principals  and  supervisors.    Then  principals  and  super- 
visors for  their  part  should  be  ready  Avitli  suggestions  for  improve- 
ment at  any  time  through  the  term,  and  they  should  hold  themselves 
responsible  for  seeing  that  classroom  work  maintains  the  accepted 
10146^—20 13 


188  A   SURVEY   OF   EDUCATION    IX    HAWAII. 

standard  set  forth  in  the  syUabus.  In  the  case  of  new  and  inex- 
perienced teachers  outlines  for  subjects  week  by  Aveek  and  hiter 
month  by  month  ought  to  suffice  if  the  work  of  administrative  and 
supervisory  officers  is  kept  abreast  of  tlio  ^v6Yk  of  teaching. 

THE  rOR.AIAL  EXA3IIXATIOX   SYSTEM. 

6.  A  system  of  formally  examining-  all  classes  in  nearly  ail  sub- 
jects has  until  recently  been  the  rule  of  the  department  of  pul^lic 
instruction.  These  were  given  by  the  department  three  times  a  year, 
and  they  were  attended  by  very  rigid  rules.  Theoretically  they  have 
served  as  a  ])artial  basis  for  promotion;  in  practice  they  api>ear  to 
have  been  made  the  really  determining  factor.  Under  the  present 
administration  the  sjstem  has  been  rationalized  to  a  gi'eat  extent,  but 
traditions  still  cling  with  overpowering  effect  on  the  majority  of  the 
teaching  staff.  In  fact,  throughout  the  islands  the  forthcoming  term 
examinations  hang  like  Damocles'  sword  over  the  classroom.  Mem- 
orizing of  facts  and  cramming  are  invoked  universally,  because  of 
the  realization  that  a  teaclier's  success  is  based  very  largely  on  the 
ability  of  pupils  to  reproduce  informational  facts  in  the  most  absurd 
detail.  Members  of  the  survey  staff  had  an  opportunity^  to  observe 
one  of  these  term  examinations,  as  well  as  the  preparation  leading  up 
to  it.  Frequently  classrooms  were  found  in  vrhich  the  teacher  had 
filled  blackboard  spaces  with  the  questions  and  answers  from  former 
examination  sets.  Inquiry  showed  that  pupils  Avere  memorizing  both 
questions  and  ansAvers  in  the  expectation  of  having  many  of  the  old 
questions  included  in  the  test  immediately  ahead. 

Whereas  the  former  custom  required  these  tests  in  eA^erv  grade, 
principals  are  now  permitted  to  conduct  their  own  examinations  in 
Grades  I  to  IV.  Force  of  habit,  however,  has  kept  the  old  practices 
very  much  alive,  and  even  under  the  nev/  regime  there  remains  an 
engrossing  amount  of  routine  and  time- absorbing  detail  in  connec- 
tion with  the  scheme  as  it  is  applied  to  the  upper  grades.  Many 
schools  conduct  monthly  examinations  in  addition,  in  order  that 
pupils  may  be  properly  primed  for  the  greater  ordeal.  "  In  my  own 
school,-'  writes  a  teacher,  "'the  requirements  as  to  examinations  and 
the  recording  of  the  marks  thereof  are  a  waste  of  time  and  energy 
which  I  need  for  teaching,"  and  this  is  representative  of  the  general 
opinion  of  the  staff'.  It  is  the  belief  of  the  commission  that  these 
examinations  test  the  ability  of  pupils  only  Avithin  narrow  limits; 
require  an  undue  amount  of  time  during  each  term  which  should 
more  properly  go  to  oral  Avork  and  work  calling  foi-  more  Aatal  think- 
ing, and  are  so  nearly  useless  as  to  deserve  almost  total  elimination. 
The  following  alternative  is  therefore  offered  as  a  possible  immediate 
step  and  as  an  approach  to  complete  elimination  ultimately : 


CLASSROOM   PPvOCEDUEE   A2nD   COURSE   OF   STUDY.  189 

(1)  Departmental    examinations    at    the    end    of   the   sixth    and 

seventh  grades, 

(2)  Departmental  examinations  at  the  end  of  each  term  m  the 

eight li  grade, 
(o)   To  give  pupils  an  opportunity  for  a  variety  of  choice,  the  list 
of  questions  sliould  be  double  the  number  required  to  be 
ansv\-ered.     (Ten  questions  aut  of  twelve  is  the  present  regu- 
lation.) 

(4)  The  questions  should  ask  for  more  general  and  less  technical 

and  s}>ecific  information  than  they  do  at  present. 

(5)  Promotion  at  other  times  and  in  other  grades  should  be  left 

to  the  combined  judgment  of  principal  and  teacher,  in  con- 
sultation with  such  sui>er vising  officials  as  are  available. 
Principals  and  supervisors  should  be  charged  with  greater 
res]X)nsibility  in  the  discharge  of  this  function  and,  ac- 
cordingly, more  time  should  be  at  their  disposal  for  the 
same. 
7.  Th,e  public  schools  are  giving  too  much  time  to  written  work. 
The  essential  need  of  Hawaiian  children  is  opportunity  for  oral  ex- 
pression. Least  of  all  do  they  need  training  in  penmanship,  as  will 
l)e  shown  on  a  succeeding  page.  In  spite  of  this  fact  many  class- 
I'ooms,  indeed  a  large  majority  of  them  in  the  opinion  of  the  survey 
staif,  devote  tiie  greater  portion  of  each  day  to  the  writing  of  exer- 
cises or  outlines  in  connection  with  the  daily  subjects.  Members  of 
the  staff  have  visited  tlie  classes  of  an  entire  school  and  have  foimd 
oral  v>  ork  being  conducted  in  less  than  one-third  of  them.  On  occa- 
sions entire  days  were  spent  in  a  school  when  oral  work  was  found  in 
one  or  two  classes  only.  It  is  quite  possible  that  such  practices  are 
not  the  rule  of  the  school  or  of  the  particular  classroom ;  that  teachers 
hesitated,  mther,  to  have  the  commission  judge  the  vrork  of  the 
class  through  oral  performances.  But  though  discount  be  made  for 
such  considerations,  there  remains  abundant  evidence  offered  by  the 
teachers  themselves.  Antiquated  school  policies  have  fixed  this  over- 
emphasis on  written  woi*k  throughout  ail  the  grades.  In  some  schools 
each  teacher  must  send  a  set  of  "  show  "  papers  to  the  principal  each 
week,  and  liours  must  be  devoted  to  their  preparation.  "Where  teacli- 
ers  are  conscientious  in  reviewing  and  correcting  written  exercises, 
time  must  be  given  outside  of  school  hours  ,*  how,  then,  can  they  have 
time  either  for  wholesome  recreation  or  for  professional  reading  and 
study  ^  Tlie  practice  should  receive  prompt  attention  from  the  de- 
partment of  public  instruction,  since  it  is  a  handicap  to  botli  teacher 
and  pupil.  It  would  improve  matters  to  discard  most  of  the  written 
work  below  the  third  grade  except  blackboard  work,  and  to  reduce 
it  by  at  least  one-iialf  in  the  other  grades. 


190  A   SURVEY   OF   EDUCATION    IN    HAWAII. 

INSUFFICIENT  SUPPLEMENTARY  MATERIAL. 

8,  One  of  the  most  striking  characteristics  of  the  Hawaiian  schools 
is  the  great  insufficiency  of  supplementary  materials  of  all  kinds — 
books,  pictures,  lantern  slides,  stereographs,  collections,  etc.  There 
is  little  danger  of  overestimating  the  effect  of  such  facilities  in  the 
work  of  Americanizing  the  children.  Xot  one  of  the  schools,  it  would 
seem,  is  properly  supplied  with  supplementary  readers  or  other 
library  facilities.  As  for  the  other  kinds  of  helps,  they  have  been 
made  possible  only  in  isolated  cases  where  a  teacher  or  principal  has 
provided  them  at  personal  expense.^  Xo  modern  course  of  study  can 
be  put  into  successful  operation  under  these  conditions;  nor  can 
teachers  and  schools  do  very  effective  work.  The  problem  doubtless 
can  be  met  in  part  by  seeking  a  closer  affiliation  with  the  Library  of 
Hawaii,  where  a  number  of  collections  of  supplementary  materials 
can  be  assembled  in  adequate  quantity,  and  where  there  is  already 
organized  an  administrative  machinerj^  for  securing  the  convenient 
dispatch  of  materials  from  one  community  to  another.  In  addition, 
the  Territory  should  make  a  sufficiently  liberal  allowance  to  provide 
within  the  department  of  public  instruction  a  large  library  of  sup- 
plementary readers  and  other  reference  books,  and  a  collection  of 
other  modern  materials  which  through  visual  instruction  are  so  well 
adapted  to  enrich  the  content  of  knowledge  and  also  offset  the  hum- 
drum of  the  classroom. 

SUGGESTED  IMPR(^VE MENTS. 

In  order  that  elem.entary  instruction  may  more  completely  fulfill  its 
purposes,  the  school  authorities  should  consider  a  number  of  desirable 
improvements,  other  than  a  revised  course  of  study,  which  have  a 
materia]  bearing  on  the  status  of  classroom  morale. 

A  brief  statement  of  possible  improvements  that  came  to  the  notice 
of  members  of  the  Federal  commission  is  given  herewith : 

1.  Because  of  the  initial  difficulty  which  most  of  the  children  face 
on  entering  school,  namely,  the  use  of  the  English  language,  there  is 
a  very  general  feeling  among  teachers  that  the  school  system  should 
introduce  receiving  classes  in  the  form  of  kindergartens  or  some 
adaptation  thereof.  It  is  believed  that  the  suggestion  has  decided 
merit.  Children  could  be  received  at  the  age  of  5,  and  for  one  if  not 
two  years  could  be  put  through  a  curriculum  of  informal  work  with 
little  attempt  at  concentration,  save  upon  the  reading  and  under- 
standing of  English.  That  this  plan  would  materially  help  to  solve 
the  problem  of  teaching  our  language  to  oriental  children  there  can 
be  no  doubt.  And  it  would  conceivably  help  to  offset  the  powerful 
influence  of  the  foreign-language  schools. 

^  In  mattors  of  gcnoral  supplios  thore  is  thp  same  inadequacy. 


CLASSROOM    PROCEDURE    AXD    COURSE    OF    STUDY.  191 

2.  Where  larger  schools  are  reporting  considerable  numbers  of 
backward  children — that  is,  of  children  >yhose  general  intelligence 
seems  to  hold  out  no  hope  of  their  progressing  be^'ond  three  or  four 
gi'ades  of  the  public-school  curriculum — it  is  time  for  the  depart- 
ment at  Honolulu  to  work  out  a  plan  whereb}^  such  pupils  may  be 
segregated  and  put  under  the  direct  instruction  of  a  special  teacher. 
To  this  teacher  there  might  also  be  sent  those  boys  and  girls  who 
need  special  but  only  temporary  help.  The  Territory  has  provided 
a  school  for  defective  children  in  Honolulu,  l)ut  this  does  not  meet 
either  of  the  above  situations.  American  city  systems  are  finding  it 
possible  and  economically  sound  to  form  these  special  classes  at 
various  school  centers,  though  not  necessarily  in  every  school.  A 
study  of  the  jDroblem  by  Hawaii  will  probably  show  that  it  can  be 
put  into  operation  at  little  additional  expense.  Its  effect  on  the 
work  of  many  classrooms,  where  a  few  backward  pupils  retard  the 
progress  of  an  entire  group,  would  be  incalculable. 

8.  The  schools  should  have  more  adequate  assembly  halls.  In  the 
past  building  })rograms  have  overlooked  the  necessity  of  these  largely 
because  their  value  was  not  understood.  In  all  school  plants  of  the 
future  and  in  all  plans  for  enlarging  present  school  plants  it  will  be 
most  advisable  for  the  department  to  insist  on  the  inclusion  of  some 
provision  for  an  assembly  hall  large  enough  to  accommodate  all  the 
pupils  of  the  school.  For  modern  courses  of  study  such  a  room  is  as 
essential  as  shop  or  laboratory. 

4.  All  the  larger  schools  should  be  provided  with  pianos.  Indeed 
the  piano  is  an  essential  part  of  modern  equipment  for  all  schools. 
But  in  rural  sections  of  Hawaii  there  is  too  little  certainty  that  they 
could  be  generally  put  to  use.  Phonographs  might  be  substituted  in 
such  places. 

5.  School  playgrounds  should  be  provided  with  apparatus  of  the 
simpler  types  and  with  play  material  such  as  footballs,  volley  balls, 
and  the  like.  Supervised  American  games  should  be  introduced  as 
soon  as  teachers  can  be  found  who  are  capable  of  directing  them. 
A  special  stud}^  of  play  and  recreation  possibilities  is  now  under  w^ay 
in  the  islands.  The  Federal  commission  can  do  no  better  than  to 
indorse  the  spirit  that  prompted  the  inauguration  of  tliis  investiga- 
tion, and  to  bespeak  the  hearty  support  of  the  final  recommendations 
by  public  opinion  in  the  Territory.  In  connection  therewith  we  be- 
lieve the  school  authorities  should  consider  the  practicability  of 
extending  the  school  dav  from  8  o'clock  in  the  mornino:  to  3.30 
o'clock  in  the  afternoon,  and  providing  for  morning  and  afternoon 
periods  of  recreation  and  supervised  play.  The  plan  should  and 
can  easily  be  so  formulated  as  to  give  all  teachers  such  a  variety  of 
work  as  to  obviate  the  fatigue  that  comes  from  long  periods  of  work 
of  one  kind.     Details  such  as  these  are  easily  administered,  save  in 


192  A   SURVEY   OF   EDUCATION    IN    HAWAII. 

schools  that  have  only  one  or  tvvo  teachers;  but  here  the  introduc- 
tion of  a  small  assortment  of  play  materuil  with  suggestions  for 
children's  games  will  very  likelj^  suffice. 

THE  COURSE  OY  STUDY. 

The  course  of  study  now  in  use  in  the  schools  is  one  for  whicli  the 
present  administration  is  not  responsible,  and  witli  which  it  is  not 
in  agreement.  The  present  administration  on  assuming  office  in 
April,  1919,  took  immediate  steps  to  initiate  the  revision  of  the  course 
of  study.  It  found  that  professional  opinion  among  the  teachers 
was  overwhelmingly  in  favor  of  it.  Subsequently  the  decision  wa.s 
reached  that  no  changes  in  textbooks  or  curriculum  should  be  n^iade 
until  after  the  report  of  the  Federal  survey  commission. 

The  latest  complete  course  of  study  was  published  in  1915.  A 
revision  was  authorized  in  1916  which  consisted  of  clianges  in  page 
apportionments  of  the  textbooks  in  three  subjects — grammar,  geog- 
raphy, and  arithmetic.  A  second  revision  was  authorized  in  1917 
which  gi'eatly  amplified  and  improved  the  arithmetic  course  for 
Grades  I  and  IV  and  which  added  a  supplementary  course  in 
English,  namely,  "  Correct  English  Usage — Oral  and  Written,''  for 
all  of  the  elementary  grades.  This  revision  also  reduced  the  page  ap- 
portionments of  the  grammar  texts,  assigned  a  new  list  of  reading 
books  in  literature,  and  authorized  a  new  set  of  textbooks  in  geog- 
raphy. 

This  course  of  study  with  revisions  is  required  to  be  in  the  liands 
of  each  teacher,  and  observation  proved  that  it  is.  Its  details  are 
carefully,  and  in  many  instances  slavishly,  followed  due  to  the  ex- 
aggerated emphasis  which  appears  to  have  been  put  upon  it  by 
former  administrations.  That  a  well-defined  course  of  study  should 
])e  in  the  hands  of  every  teacher  is  everywhere  accepted  as  a  funda- 
mental of  good  school  systems;  that  it  should  contain  a  body  of  well- 
organized  material  and  be  ricli  in  suggestions  for  supplementary  aid 
is  quite  as  essential:  but  in  these  days  a  course  of  study  should 
particularly  avoid  bringing  together  merely  an  assortment  of  ex- 
acting details  covering  for  the  most  part  the  asvsignment  of  sections 
of  textbooks  to  the  different  grades.  In  this  respect  the  Hawaiian 
course  of  study  is  meager  and  inadequate.  It  represents  the  as- 
sembling of  a  knowledge-content  such  as  is  found  embodied  in  a 
small  series  of  books  and  not  necessarily  well-organized  into  ac- 
ceptable thought  movements.  Where,  moreover,  the  organization  of 
material  is  only  that  of  textbooks,  which  may  frequently  represent 
a  very  low  standard  of  organization  and  of  selection  of  material,  the 
effect  on  classroom  teaching  may  and  does  become  disastrous. 
Hawaii's  course  of  study  betrays — 


CLASSROOM   PROCEDURE   AND   COURSE   OF   STUDY. 


193 


a  marked  preference  for  definitely  memorized  facts  and  snmmarie.s  as  express- 
ing the  tinal  result  of  training  in  various  subjects.  Empliasis  upon  formal 
drills  and  reviews  shovrs  an  evident  neglect  of  tlie  higher  spirit  of  training  and 
culture  implied  in  such  familiar  expressions  as  self-activity  and  independence 
in  thinldng,  initiative,  mental,  and  motor  activity  in  working  out  problems, 
practical  adjustment  to  community  life,  and  appreciation  of  literature  and  art. 
Training  for  efficiency  and  for  service  under  life  conditions  is  a  much  higher 
conception  of  tlie  purpose  of  education  than  mere  knowledge  of  more  or  less 
disconnected  facts.  (See  San  Francisco  Survey,  Bureau  of  Education  Bulletin, 
1917,  No.  46.) 

All  too  frequently,  in  actual  practice,  Hawaiian  children  are  re- 
quired to  learn  whole  paragraphs  and  pages  of  subject  matter  in 
order  that  the}'  may  be  letter  perfect. 

TIME    ALLOTMENT. 

The  following  table  gives  the  maximum  amount  of  time  in  min- 
uteri  per  week  prescribed  for  the  different  subjects  of  the  elementary 

course : 

Maxiiinoii  aUotment  of  time  in,  the  severaA  .suhject-^. 

[In  minutes  per  week.] 


Subjects. 

Grades. 

I- 

II. 

III. 

IV. 

V. 

VI. 

VII. 

VIII. 

50 
^65 

50 
470 

50 
400 

50 
420 

50 
420 

50 
400 

50 

405 

50 

English,  compositioii,language,story 

380 

History     

Gco.-:jraphy  and  map  dravv  ing 

75 
100 
75 
75 
50 
50 

75 
100 
75 
75 
50 
50 

100 
175 
75 
50 
50 
50 

125 
175 
75 
50 
50 
50 

150 
175 
50 
25 
75 
50 

150 
205 
50 

150 

205 

50 

150 

225 

\Iusif      

50 

Physical  exercises,  games,  etc 

Hygiene,  physiology,  and  sanitation. . 
Spellin"'    

75 
50 

75 
50 
120 

75 
50 

Gramma'"                                 . .  ....  . 

125 

Reading,  yrord  study,  phonics 

300 
35 

280 
50 

275 
50 

250 
30 

250 
30 

175 
30 

30 

30 

In  vocational  work  time  to  be  allotted  by  inspector  general  and  siinervising  principals 
according'  to  school  and  the  class  of  work. 

The  chief  point  of  interest  in  the  table  is  the  great  amount  of  time 
given  to  the  three  Rs  and  closely  allied  formal  subjects.  The  pro- 
gram of  work  is  comparable  to  the  elementary  programs  found  in 
operation  by  the  survey  staffs  of  San  Francisco,  Calif.,  or  of  Butte, 
Mont. 

HANDWRITJN(i. 


Systematic  instruction  and  drill  in  writing  is  given  in  all  of  the 
elemental^  grades.  Teachers  are  asked  to  follow  closely  the  general 
instructions  and  to  have  in  their  hands  "Modern  Business  Penman- 
ship *'  as  the  basic  system.  The  plan  outlined  is  reasonable  and 
practical.     No  subject  has  shown  better  results  in  Hawaii  than  that 


194 


A  SURVEY   OF   EDUCATION   IN   HAWAII. 


of  handwriting.  It  should  be  recalled,  however,  that  probably  no 
school  system  in  the  mainland  gives  so  much  attention  to  handwriting. 
Pupils  are  held  to  standard  writing  in  all  their  written  work,  of  which 
there  is  a  very  great  amount.  In  all  parts  of  the  Territory  the  sur- 
vey commission  found  remarkably  good  handwriting.  Xot  only  in  the 
formation  of  letters,  but  in  neatness  of  papers,  regardless  of  the  sub- 
ject, the  schools  deserve  great  credit  for  what  they  have  accomplished. 
This  is  illustrated  in  the  following  data,  which  measure  the  hand- 
writing of  pupils  in  Grades  lY  to  YIII,  inclusive.  Royal  School, 
Honolulu.  The  results  are  a  little  above  what  might  be  held  to  be 
typical  of  all  schools,  yet  not  very  much  so,  and  th.ey  certainly  repre- 
sent standard  conditions  in  Honolulu.  The  table  which  follows  gives 
the  ratings  of  a  handwriting  test  of  some  404  pupils  of  the  above 
school,  accuracy  of  writing,  and  not  speed,  being  taken  into  account. 
For  comparative  purposes  Graph  I  is  included  herewith.  It  shows 
handAvriting  accomplishment  according  to  the  Ayres  Standard,  as 
against  similar  accomplishment  in  San  Francisco  and  in  Hawaii. 

Hiiiraiiun  handivriiing.  scotcd  hii  tJic  Ay  res  scale. 
[Grades  IV-VIII,  inclusive:  quality  regardless  of  speed.] 


Score.s. 

Grades. 

IV. 

V. 

VI. 

VII. 

VIII. 

30-40. ..  . 

1 
2 

5 
18 
17 

2 

1 

40 

50 

11 
39 
20 
11 
2 

2 

13 

41 

33 

2 

2 
4 

19 

43 

4 

3" 

28 
61 
20 

60.  . 

70 

80 

90.  . 

Total 

Average-. 

83 
69.5 

46 
67.6 

91 
77.2 

72 
81.0 

112 

83.8 

The  lower  (continuous)  line  of  the  graph  represents  the  normal 
accomplishment  of  American  boys  and  girls,  as  measured  by  the 
Ayres  Handwriting  Scale — that  is,  it  gives  the  qualities  at  the  vari- 
ous grades  at  which  American  children  write  at  their  natural  rate 
(tlie  test  is  limited  to  two  minutes)  and  as  Avell  as  they  can.  The 
measurements  thus  include  both  speed  and  accuracy,  and  are  not 
absolutely  comparable  Avith  the  measurements  of  Hawaiian  children 
(upper  dotted  line),  which  takes  into  account  accuracy  alone.  The 
middle  line  of  the  graph,  however,  measures  San  Francisco  children 
for  accuracy  alone,  and  can  be  used  for  comparison. 

According  to  these  comparisons,  HaAvaiian  pupils  are  highly 
skilled  in  accuracA'  of  writing — how  much  so  will  appear  in  the 
next  statem.ent.  A  quality  as  high  as  00  on  the  Ayres  scale  is  con- 
sidered by  competent  opinion  as  of  sufficient  merit  to  meet  all 
practical   requirements  of  life:   quality   TO   is  considered  sufficient 


CLASSROOM    PROCEDURE   AND    COURSE    OF    STUDY. 


195 


for  persons  in  commercial  callings.  Interpretino-  these  facts,  it 
means  that  Hawaii  is  needlessly  overemphasizin<i  writin<r  in  the 
curriculum,  is  spending  too  much  time  on  written  work,  and  thus 
infringing  on  time  that  ought  to  go  to  other  subjects. 

READING,    LITERATURE,    AND    STORY    WORK. 

These  subjects   in  the   course   of   study  tend   to   be   prescriptive 
because  of  the  limited  suggestions  which  they  oifer.     Nothing  of  a 

86 


82 
78 
74 

70 
66 

62 
58 
54 

60 
46 


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^^ 

/ 

r*" 

/ 

^''-i 

/ 

> 

s 

/ 

*s. 

/ 

,/■ 

/ 
/ 

/                  \ 

\ 

' 

^/^ 

1 
/ 

/ 

^^ 

f 

^^ 

^ 


IV 


VI 


Vll 


Vlll 


<>IL\PH  VL— Graphical  ropiesentation  of   HawDiian  liandwritiim"   ( i    compared  with 

tlie  Aj'res'  scale   (, )    and  the  handwritiug   of  San   Francisco  pui)ils    ( ). 

Stimulating  character  is  to  be  found,  and  tliere  is  no  hint  of  the 
rich  field  of  supplementary  material  that  might  be  drawn  upon. 
Cover  a  certain  reader  for  the  grade,  drill  on  certain  forms,  teach 
the  four  or  five  listed  stories — these  are  the  phrases  that  catch  the 
eye.  In  general,  the  subject  matter  for  this  work  is  altogether 
uninteresting  and  deadly  for  Hawaiian  children.  The  present 
readers  are  condemned  by  practically  the  entire  teaching  force. 
Their  content  is  poorly  adapted  and  difficult.     In  the  nine  years 


196  A  SURVEY   OF   EDUCATION   IN   HAWAII. 

intervening  since  their  adoption  by  Hawaii,  school  readers  of  vastly 
superior  merit  have  been  published. 

Equally  uninteresting  is  the  present  practice  of  dessicating  a  few 
short  stories  each  term  for  the  stoiy  hour.  And  to  one's  surprise 
very  few  of  these  tell  of  Hawaiian  life  or  customs,  although  hundredf^ 
of  the  most  beautiful  local  legends  and  myths  could  be  made  available. 
The  work  of  reading  is  stilted  and  spiritless.  Words  are  recited 
glibly  in  spite  of  the  difficulties  of  pronunciation;  and  phrases  and 
sentences,  even  pages,  are  memorized  and  rendered  verbatim.  To  add 
to  the  monotony,  the  fifth-grade  pupils  are  obliged  to  repeat  the 
fourth-grade  reader. 

The  literature  work  of  the  upper  grades  is  not  very  much  better. 
Stories  and  essays  selected  from  American  classics  need  to  be  more 
carefully  considered  before  being  adopted  for  the  grammar  grades 
of  Hawaii,  no  matter  how  inspirational  they  may  be  to  children  in 
mainland  schools. 

It  is  evident  that  the  schools  must  give  more  attention  to  reading^ 
particularly  so  in  the  earl}^  grades.  This  is  the  most  important  sub- 
ject in  the  course  of  study,  for  it  is  the  gateAvay  to  the  understanding 
of  the  other  subjects  and  the  foundation  of  a  literate  and  contented 
citizenry.  A  new  modern  series  of  readers  should  be  adopted.  For- 
tunateh ,  publishers  in  very  recent  years  have  been  offering  remark- 
able improvements  along  this  line,  so  that  it  is^  a  question  of  finding 
the  best  for  Hawaii  from  among  five  or  six  excellent  series.  A  good 
phonetic  system  should  he  introduced  into  the  first  two  grades,  with 
definite  suggestions  for  teaching  it ;  and  on  each  island  there  should  be 
some  official  capable  of  supervising  its  introduction  and  furthering 
its  success.  In  addition  to  reading  text})Ooks,  supplem.entary  readers 
must  be  made  available  and  classes  must  be  encouraged  to  cover  an 
increasing  quantity  of  books  from  the  low^er  to  the  higher  grades, 
reading  these  largely  for  the  joy  of  the  storj^  and  for  the  advantage 
of  practice  in  the  oral  use  of  English. 

Hawaii  can  also  do  much  to  improve  oral  story  work  in  the  early 
grades,  making  of  it  an  important  introduction  to  literature  as  well 
as  an  immediate  means  of  enriching  the  lives  of  the  children.  But 
to  do  so  the  schools  ought  first  to  give  up  the  attempt  to  secure  a 
lengthy  "  rehash"  of  each  story  from  the  children,  just  as  they  ought 
to  change  the  plan,  observed  in  many  classes,  of  dividing  a  story 
(for  example.  "  The  Three  Bears  " )  into  five  sections  and  then  spend- 
ing a  week  in  the  telling  of  it.  The  following  statements  from  teach- 
ers contain  good  suggestions  for  the  department :  "  Let  us  have 
usable  up-to-date  material  and  an  abundance  of  it  for  the  story 
work."  ''  More  interesting  stories  requiring  simpler  language.''  "  We 
have  to  spend  too  much  tirne  on  the  four  stories  which  are  to  be  read 
to  the  class  each  term.     By  constant  repetition  these  get  so  tiresome 


CLASSROOM    PEOOEDURE   AND   COURSE   OF   STUDY.  197 

that  the  class  loses  interest.  Give  as  more  stories/' — (Second-grade 
teacher. )  '•  Entire  stories  should  be  told  at  one  time  rather  than  to 
divide  the  same  into  sections  or  "■  scenes,'  as  we  are  taught  to  do  at 
the  normal  "school." 

Dramatization  of  story  work  is  badly  neglected.  In  only  a  few 
classes  was  A\ork  of  this  character  observed;  in  several  instances, 
however,  the  performances  were  very  creditable,  indicating  the 
practicability  of  the  idea  for  a  Hawaiian  classroom. 

Finally.  Hawaii,  in  the  not  very  distant  future,  would  do  well  to 
consider  the  preparation  of  a  series  of  readers  with  subject  matter 
extensively  leased  on  Hawaiian  stories  and  descriptions  of  island  life, 
customs,  and  industry.  The  Japanese  language  schools  have  already 
revised  their  reading  texts  by  introducing  consideralde  material  of 
this  kind.  In  this  one  respect  they  are  more  modern  than  the  public 
schools.  Excellent  suggestions  might  be  had  from  the  Philippine 
Islands,  where  for  some  years  past  specially  prepared  readers  have 
been  provided  for  their  schools.  In  point  of  fact,  the  department  of 
public  instruction  is  to  be  credited  with  having  taken  the  first  step 
in  this  direction.  In  September,  1918,  a  primer  was  published.  For 
the  type  of  stories,  the  arrangement,  and  the  illustrations  this  is  a 
creditable  piece  of  work.  But  thougli  the  book  was  adopted  for 
supplementary  reading  purposes,  it  has  had,  apparenth\  very  limited 
use  in  the  schools. 

IIAWAU's  YOING   PEOPLE. 

Furthermore,  until  recenth^  and  for  a  number  of  years  a  magazine 
called  '•  Hawaii's  Young  People,"  has  been  issued  monthly  for  10 
months  each  year.  This  magazine  is  unique  in  many  ways.  It  Avas 
written  and  edited  at  the  Lahainaluna  school  (Maui)  and  printed 
on  the  presses  of  the  school  and  bound  by  the  boys  in  attendance.  It 
has  circuhited  widely  in  the  public  schools  of  the  Territory  and  in 
many  schools  are  to  be  found  complete  sets  of  this  publication.  Its 
contents  have  comprised  much  excellent  material  of  a  varied  char- 
acter of  value  as  supplemental  material.  For  example,  many  stories 
are  drawn  from  the  Hawaiian  folk  lore  of  the  islands.  The  publica- 
tion of  this  excellent  magazine  was  suspended  recently  on  grounds  of 
economy.  The  commission  is  glad  to  note  that  arrangements  have 
now  been  made  for  its  resumption. 

LANGUAGE    AND    GRAMIVIAR. 

The  printed  time  schedule  of  subjects  allots  to  oral  and  written 
English  the  largest  proportion  of  the  weekly  program:  tliat  is,  an 
average  of  420  minutes,  or  84  minutes  per  day,  though,  strictly  speak- 
ing, the  story  work  should  be  included  in  this  time  instead  of  in  that 


198  A  SURVEY   OF   EDUCATION   IN   HAWAII. 

allotted  to  reading.  The  outlines  of  these  sul)jects  from  the  first 
grade  on  are  of  such  a  character  as  to  stamp  the  class  work  with  a 
liighly  formal  treatment  and  to  overemphasize  written  lessons.  And 
in  actual  practice  this  is  just  what  happens.  Though  printed  advice 
tells  the  teacher  to  use  plenty  of  oral  English,  everyone  has  a  firm 
belief  tliat  the  child's  status  at  the  end  of  the  term  is  really  founded 
on  his  abilit}^  to  pass  written  and  memorized  examinations.  Ac- 
cordingly, originality  and  freedom  of  thought  and  expression,  which 
ought  to  be  the  keynotes  in  these  lessons,  are  generally  lost  sight  of. 
Too  many  teachers  find  it  easier  to  do  the  talking  themselves,  and  the 
result  is  that  comprehension  of  tlie  language,  though  poor  in  itself, 
may  outrun  abilitj-  to  express  it.  The  work  in  English  could  be 
greatly  improved  if  the  child  were  encouraged  to  talk  from  the  be- 
ginning ;  he  would  sooner  become  less  diffident  about  reciting,  because 
lie  would  be  able  to  say  something.  The  fear  of  m.aking  mistakes  is 
an  all-pervading  obstacle  at  the  present  time.  English,  and  more 
English,  English  that  is  spohen  and  that  is  made  free  and  natural 
and  less  "  cut  and  dried,"  is  what  is  needed  in  the  elementary  schools. 
In  order  to  indicate  the  present  point  of  view  touching  the  value  of 
oral  English,  the  following  excerpt  is  taken  from  the  recently  pub- 
lished course  of  study,  of  Duluth,  Minn. : 

There  is  nothing  which  the  school  can  give  a  child  that  will  help  him  so 
materially  in  his  later  hiisiness  and  social  life  as  the  ability  to  express  his  ideas 
fluently,  coherently,  and  forcefully  to  others.  Of  the  two  forms  which  language 
expression  takes,  i.  e.,  the  oral  and  the  written,  the  past  practice  of  the  school 
was  to  give  the  major  emphasis  on  the  latter.  There  has  been  a  decided  change 
in  tendency,  however,  due  to  an  awakening  to  the  facts : 

That  it  is  the  oral  form  which  is  most  commonly  needed  by  the  average 
individual. 

That  the  status  of  any  individual  in  society  is  determined  largely  by  a  con- 
sideration of  his  ability  to  talk  in  a  clear,  coherent,  forceful,  and  interesting 
way. 

The  school,  then,  in  seeking  to  prepare  the  child  for  life  should  give  its  atten- 
tion first  to  the  oral  form  of  composition.  Although  some  training  in  oral 
composition  has  always  been  involved  in  the  topical  recitations  of  the  school 
subjects,  yet,  due  to  the  difficulties  connected  with  it,  oral  instruction  should 
have  a  definite  period,  definite  preparation,  and  equal  emphasis  with  the  other 
subjects. 

For  the  fourth,  fifth,  and  sixth  grades  a  series  of  language  texts 
is  introduced.  These  have  been  justly  estimated  by  the  supervising 
principals  as  "  fragmentary  in  make-up  and  inapplicable  "  to  lan- 
guage conditions  in  Haw^aiian  schools.  It  is  not  surprising  that  they 
have  been  little  used  in  the  classrooms.  Their  purchase  seems  to 
have  been  a  waste  of  money.  In  the  seventh  and  eighth  grades  classes 
follow  very  closely  a  textbook  of  formal  grammar  written  about  a 
decade  ago  and  representing  the  status  of  development  then  reached 
in  the  teaching  of  this  subject.     It  is  felt  to  be,  again  quoting  island 


CLASSROOM    PROCEDURE   AND    COURSE    OF    STUDY.  199 

opinion,  "too  technical  and  difficult,"  and  it  fails  in  its  purpose''  to 
set  forth  in  a  simple  and  practical  manner  the  principles  of  modern 
English  grammar,''  as  far  as  Hawaiian  pupils  are  concerned.  These 
pupils,  it  is  true,  show  unusual  facility  in  glibly  reciting  the  "  prin- 
ciples," but  that  is  far  from  understanding  their  import  or  getting 
from  them  any  help  in  fixing  correct  speech.  The  book  is  also  objec- 
tionable because  of  the  type  sentences  which  are  used.  Lost  as  to 
the  abstract  and  foreign  implications  of  their  meanings,  pupils,  and 
frequently  teachers,  grope  about  to  make  them  fit  the  principles  and 
rules  which  precede. 

ARITHMETIC. 

The  course  in  arithmetic  for  the  first  four  grades  is  w^ell  defined 
ami  rei)resents  well-organized  continuity  of  development.  In  the 
upper  grades  it  gets  no  further  than  to  apportion  sections  of  the 
advanced  book  to  the  different  classes  and  to  autliorize  certaiji 
omissions. 

The  chief  criticism  to  be  made  *is  that  too  much  is  attempt^^d  in 
the  earl}^  grades,  and  too  much  time  is  given  to  the  subject  in  con- 
sequence. The  metric  system  should  probably  be  taught  in  Hawaiian 
schools  because  of  the  unique  position  of  the  Territory  touching  in- 
ternational relations;  but  in  other  respects  the  eliminations  should 
be  carried  further  in  all  the  grades.^  If  the  pupils  can  enter  the  fifth 
grade  with  a  thorough  grounding  in  the  four  fundamentals,  it  will 
be  quite  sufficient.  After  this  the  chief  concern  should  be  to  give  a 
mastery  of  common  and  decimal  fractions  and  simple  operations  in 
percentage.  It  would  doubtless  be  advisable  to  omit  ail  formal 
arithmetic  in  the  first  grade,  allowing  children  at  this  time  to  get  the 
simplest  number  concepts  through  language  work.  This  plan  would 
leave  ample  time  during  the  next  three  years  for  the  work  in  count- 
ing, in  addition  to  the  above  fundamentals. 

In  obser^-ing  actual  teaching  it  Avas  noted  that  the  course  in  arith- 
metic was  better  carried  out  than  seemed  to  be  the  case  with  any 
other  subject.  Though  too  difficult,  especially  for  the  primar}^ 
grades,  the  work  was  systematic  and  directed  toward  definite  goals. 
Teachers  appeared  to  be  surer  of  themselves  in  this  work.  Many 
admirable  devices  for  concreting  the  lessons  were  observed.  Board 
work  and  seat  work  were  put  in  good  form.  However,  pupils  were 
frequentl}^  held  to  needlesslj^  exacting  details,  and  problem  Avork 
lagged  very  much  behind  mechanical  work. 

That  modern  courses  in  arithmetic  are  fast  losing  their  highly 
technical,  abstract,  and  medieval  characteristics  is  shown  by  an  exam- 

1  See  the  recommendatioDs  of  the  coramittoe  of  the  southern  California  teachers  in 
their  report  on  Minimum  Courses  of  Study  ;  also  Wilson,  G.  M.,  The  social  and  business 
usage  of  arithmetic,  Teachers  College,  Columbia,  Contributions  to  Education,  No.  100. 


200  A   SUEVEY    OF   EDUCATION    IX    HAWAII. 

i nation  of  any  one  of  a  nmnber  of  recent  revisions  put  forth  by 
certain  American  school  systems.  I*artic\ihir  attention  may  here  be 
directed  to  the  arithmetic  course  published  in  1919  by  the  Duluth 
(Minn.)  public  schools. 

srEiJ.ixo. 

The  course  in  spelling  is  in  effect  ''the  "words  in  larger  i^rbit  in 
the  Champion  SpeUer/'  ai^portioned  by  sections  to  Grades  III  to 
VIII,  inclusive.  The  printed  course  names  these  requirements  as 
•'  minimum."  The  text,  so  the  course  states,  is  to  be  iised  as  a  desk 
book.    We  read: 

This  book  is  to  be  in  the  hands  of  the  teacher  only,  each  pupil  being-  reifaired 
to  make  his  speller  by  sewing  together  sheets  of  paper,  adding  thereto  eacii 
day  the  Vv'ords  of  the  new  lesson.  It  is  suggested  that  the  words  nilssed  b\ 
each  pnpil  each  day  be  written  correctly  in  the  back  of  this  home-made  dh-- 
tionary,  so  that  the  child  has  a  complete  list  of  his  misspelled  words,  vrhich 
may  be  taken  to  the  teacher's  desk  and  recite^L 

But  much  doubt  arises  as  to  the,general  observance  of  these  details. 
Observation  leads  to  the  belief  that  spelling,  save  for  the  incidental 
v»^ork  in  the  first  and  second  grades,  consists  of  periodic  assignment 
of  words  from  the  i^^i  and  in  column  formation.  Ability  in  spelling 
varies  with  schools,  but  the  average  was  found  to  be  high,  w  condi- 
tion that  mxight  be  expected  in  view  of  characteristics  heretofore 
noted. 

ISIodern  opinion  holds  that  words  coming  up  in  other  subjects  and 
w^ord.s  related  to  the  workaday  world  of  the  child  should  form  a 
part  of  the  regular  spelling  exercises.  But  in  the  islands  spelling  is 
a  thing  apart.  Most  of  their  spelling  words  are  so  much  **  dead 
timber  "  to  these  children,  or  to  any  children  for  that  matter.  ^Vhtit 
an  opportunity  is  lost  in  not  correlating  this  work  with  English  and 
other  class  subjects ! 

OEOORAPIIY, 

The  geography  course,  like  some  of  the  otlier  coui'ses,  is  ^ery  in- 
adequately outlined  and  is  not  well  divided.  Requirements  are 
lumped  together  and  are  correspondingly  indefinite.  Here  again 
one  finds  the  [ipportioning  of  textbooks  i-ather  than  a  w^ell-consi<lered 
and  well-organized  course  of  instruction.  The  geography  of  the 
children's  home  locality  occupies  Grades  I  and  II.  In  the  next  two 
grades  Hawaiian  geography  is  studied  and  world  geography  is  be- 
gun. Hawaiian  geography  is  based  on  a  local  textbook  of  similar 
title  by  Baldwin,  which  has  proven  to  be  quite  satisfactory,  (h-ades 
TV  and  V  study  world  geography  from  the  first  book  of  Brigham 
and  McFarlane's  Essentials  of  Geography,  and  Grades  \'I,  VII,  and 
VIII  cover  the  second  book  of  the  same  series.    The  course  prints  a 


CLASSROOM    PROCEDURE   AND    COURSE   OF   STUDY.  201 

few  references  to  very  good  supplementally  materia],  several  of  which 
were  usually  to  be  found  on  the  teachers'  desks. 

In  classroom  practice  the  work  in  the  early  grades  was  for  the  most 
part  good.  In  many  instances,  however,  teachers  were  found  in  an 
attempt  to  put  before  the  young  beginners  highly  abstract  and  vague 
conceptions  of  '''  heat ''  and  **  wind  "  and  "  rain,''  etc.,  in  literal  fulfill- 
ment of  the  terms  in  the  printed  course,  wdiich  said  nothing,  unfor- 
tunately, about  the  need  of  relating  such  things  to  the  stage  of  child 
development.  Hawaiian  geography  work  merits  the  greatest  com- 
mendation. There  is  fairly  good  functioning  of  these  lessons,  save  in 
isolated  cases  here  and  there.  World  geography  in  the  upper  grades 
does  not  reach  the  same  standard.  It  is  very  largely  given  over  to 
the  cramming  and  reciting  of  facts.  Seldom,  so  it  would  seem,  does 
the  child  feel  these  facts  to  possess  anything  of  present,  vital  rela- 
tion to  himself.  But  this  upper  grade  work,  and  the  geography 
course  as  a.  whole,  is  strengthened  by  map  studies  painstakingly  pre- 
pared by  both  teachers  and  pupils,  and  the  occasional  teacher  has  de- 
vised an  excellent  plan  of  outline  maps  showing  the  distribution  of 
world  products.  The  opportunity  for  other  handwork  in  geography 
is  lost  sight  of  all  along  the  line — such,  for  example,  as  sand  and  clay 
models:  and  the  wonderful  possibility  of  the  stereopticon  as  an  ad- 
junct is  as  yet  untouched. 

HISTOKY  AND  CIVIC>3. 

The  course  of  study  shows  a  woeful  neglect  of  the  important  field 
of  history  and  civics.  Only  the  barCvSt  page  allotments  are  made  to 
the  three  textbooks  used  in  the  sixth,  seventh,  and  eighth  grades — 
American  history  in  the  two  former  and  European  beginnings  of 
American  history  in  the  latter.  As  for  Havs'aiian  history  in  these 
grades,  the  course  gives  only  one  general  topic  of  study  per  term. 
Civics  is  not  anywhere  mentioned. 

One  has  to  turn  to  the  work  of  the  classroom  for  further  informa- 
tion. Here  one  finds  that  the  home  geography  in  the  early  grades 
touches  slightly  upon  community  life,  as  does  the  hygiene  work  in 
several  grades,  that  Hawaiian  geography  includes  the  civic  and  po- 
litical organization  of  the  Territory,  and  that  infrequently^  history 
stories  of  local  or  wider  interest  are  to  be  found  in  grades  below  the 
sixth.  The  fact  remains,  however,  that  the  upper-grade  pupils  are 
subjected  to  the  most  formal  diet  of  facts  to  be  memorized  in  this 
subject  v\'hich,  above  all  others,  ought  to  furnish  them  with  a  back- 
ground for  American  citizenship.  No  other  subject  of  the  course  of 
study  (in  mainland  schools)  has  been  so  responsive  to  the  stimulus 
of  recent  Avorld  events  in  recasting  on  bigger  and  broader  lines  the 
content  of  its  material :  and  in  no  other  subject  has  there  been  such 


202  A  SURVEY   OF   EDUCATION   IN    HAWAII. 

an  assembling  of  enriching  material.  Little,  if  any,  evidence  is  at 
hand  to  indicate  that  the  public  schools  of  Hawaii  have  responded  to 
these  important  changes. 

Under  the  circumstances  class  work  in  history  and  civics  is  poor  in 
quality.  It  stands  for  form  and  not  for  substance.  It  does  not 
sufficiently  bring  the  pupils  into  the  circle  of  American  life  and 
American  ideals.  It  does  not  sufficiently  interpret  our  democracy  to 
Hawaiian  bo}^s  and  girls,  and  so  fails  to  inspire  them  with  a  love  for 
and  a  tremendous  faith  in  our  fundamental  principles  of  govern- 
ment. 

In  any  revision  of  the  course  of  study  it  is  recommended  that  the 
course  in  history  and  civics  be  started  from  the  foundation;  that  it 
be  given  a  definite  place  in  each  grade,  together  with  a  larger  per- 
centage of  time :  and  that  it  be  amplified  and  carefully  organized  in 
accordance  with  the  best  practice  of  to-day. 

HYGIEXE. 

The  course  in  Iwgiene,  as  a  whole,  has  good  subject  matter  and  is 
ver}^  well  outlined.  To  what  extent  it  functions  in  the  lives  of  the 
cliildren  is  open  to  some  question,  but  it  is  probably  fair  to  assume 
that  certain  of  the  living  standards  among  the  foreign  population 
have  been  influenced  for  good  by  these  lessons.  The  chief  criticisms 
of  observed  classwork  are  these:  (1)  Teachers  frequently  teach  the 
subject  by  having  pupils  cop}^  outlines  from  the  board,  to  be  later 
memorized.  (2)  The  work  in  places  carries  too  many  physiological 
facts  now  regarded  as  of  questionable  value,  and  in  places  (especially 
in  the  eighth  grade)  more  technique  is  included  than  is  necessary. 
(3)  The  essential  facts  of  a  hygiene  course  can  be  taught  in  less  time 
than  that  now  given  to  it;  daily  recitations  of  10  to  15  minutes  may 
be  questioned.  (4)  Requiring  teachers  to  prepare,  at  their  own  ex- 
pense, highl}^  technical  charts  for  this  work  seems  quite  unjustifiable 
and  actually  not  necessary.  (5)  School  plants  very  frequently  vio- 
late in  a  serious  and  indifferent  manner  the  principles  taught  in 
these  classes;  for  instance,  insanitary  and  inadequate  toilet  facilities 
and  careless  water  supply. 

M  usic. 

More  time  should  be  given  to  the  music  work.  Its  possibilities  for 
all  the  children  can  hardly  be  overestimated.  There  seems  to  be  an 
innate  love  of  music  permeating  the  Territor3\  and  children  evince 
Tmusual  interest  in  it.  Very  noticeable  is  the  united  response  which 
music  teachers  everywhere  command.  Rural  schools  need  more  as- 
sistance in  this  work,  country  children  being  so  dependent  upon  their 
own  resources  for  enjoyment.     Hroups  of  rural  schools  should,  if 


CLASSROOM   PEOCEDUKE   AXD   COURSE    OF    STUDY.  203 

possible,  be  provided  with  special  music  teachers,  and  each  school  of 
this  type  ought  to  have  its  phonograph. 

ELEMENTARY   SCIENCE   AND   NATURE   STUDY. 

A  course  in  nature  study  for  Hawaii  was  last  printed  in  the  bul- 
letin of  1911.  Since  that  time  no  separate  course  of  this  kind  has 
existed,  although  a  small  percentage  of  the  teachers  have  reported 
giving  some  attention  to  it.  The  action  of  the  Territory  is  in  line 
with  a  general  tendency,  in  vogue  a  few  years  ago,  of  omitting  nature 
study  from  the  elementary  curriculum  because  it  had  fallen  into 
disrepute.  But  nature  study  is  to-day  being  revived  in  modern 
school  systems,  along  with  elementary  or  general  science  for  upper 
grades.  Simple  facts  of  everyday  life  and  of  school  life  having  a 
scientific  basis  and  pertinent  relation  to  the  real  and  immediate 
interests  of  children  represent  the  types  of  m^aterials  being  assembled 
in  such  courses.  The  Territory  of  Hawaii  is  so  rich  in  material 
for  many  phases  of  this  work,  and  it  offers  such  excellent  possibilities 
for  overcoming  much  of  the  ultra- formalism  in  the  classroom,  that 
the  commission  believes  a  recommendation  for  the  reintroduction  of 
science  lessons  in  the  elementary  schools  is  in  point. 

In  this  connection,  therefore,  we  desire  to  call  the  attention  of  the 
department  of  public  instruction  to  the  very  excellent  and  concise 
statement  regarding  elementar}^  science  instruction  which  was  in- 
corporated in  the  report  of  the  Memphis  survey  staff : 

Science  and  nature  study  lessons  in  some  form  constitute  a  part  of  every 
really  progressive  elementary  school  curriculum.  Such  lessons  should  not 
attempt  to  present  science  in  the  form  and  order  in  which  it  is  presented  in 
high  school  and  colle.2:e  textbooks.  The  lessons  should  be  largely  concerned 
with  simple  facts  of  a  scientific  nature  that  the  children  can  learn  by  direct 
observations  or  from  simple  experiments  that  they  can  understand  and  even 
make  for  themselves.  The  lessons  should  grow  naturally  out  of  the  other 
lessons  and  projects  at  which  the  pupils  are  working  from  day  to  day.  For 
example,  if  they  are  learning  about  weights  and  measures  in  arithmetic,  they 
ought  at  the  same  time  to  learn  by  use  and  experiment  the  simple  principle 
of  the  equal  arm  balance  and  many  easily  understood  facts  about  balancing, 
center  of  gravity,  and  stability  that  are  related  to  this  principle.  In  connection 
with  their  lessons  in  hygiene  which  should  be  given  In  every  grade,  the  children 
should  learn  some  of  the  simpler  facts  of  physiology  on  which  our  knowledge  of 
hygienic  laws  are  based.  Alongside  their  lessons  in  music  and  singing,  they 
ought  to  learn  some  of  the  simple  facts  about  sounds,  about  how  music  tones 
are  produced,  and  what  are  the  physical  causes  of  the  differences  in  loudness, 
pitch,  and  tone  quality  upon  which  the  musical  properties  of  sounds  depend. 

School  gardening,  poultry  keeping,  bird  study,  the  care  of  house  plants  and 
rjiimal  pets,  and  the  suppression  of  harmful  insects  and  other  pests  should  fur- 
nish a  rich  assortment  of  projects  and  problems  out  of  which  profitable  science 
lessons  may  grow. 

Geography  in  the  elementary  grades  is  another  subject  that  bristles  with 
facts  affording  opportunities  for  first-hand  learning  of  simple  principles  of 
1014U°— 20 14 


204  A  SURVEY   OF   EDUCATION   IN    HAWAII, 

physics,  chemistry,  and  biology  through  observations  and  experiments  that  can 
easily  be  made  by  young  children  under  suitable  guidance. 

Science  lessons  in  the  elementary  grades,  though  closely  connected  with  the 
other  studies  and  growing  naturally  out  of  them,  ought  not  to  be  merely  inci- 
dental and  without  plan.  There  should  be  a  well-conceived  and  well-balanced 
development  of  a  body  of  scientific  facts  through  first-hand  experiences  with 
them,  but  with  very  little  theory,  from  the  lowest  grades  up  to  the  seventh. 
In  the  seventh  and  eighth  grades  there  should  be  a  systematic  course  in  general 
or  introductory  science,  based  on  one  of  the  best  of  the  recent  textbooks  on  that 
subject,  to  be  used  as  a  g-uide  by  the  teacher,  but  not  as  a  basis  of  set  boob 
lessons  by  the  pupils.  The  book  should  be  used  by  the  pupils  as  a  basis  for 
systematic  reviews  and  as  a  guide  to  systematic  organization  of  principles  and 
the  facts  which  they  describe. 

Such  a  scheme  of  science  lessons  in  the  grades  is  a  very  vital  and  important 
part  of  public  education,  but  if  left  to  the  teachers  to  develop  and  conduct  it 
will  not  be  a  success.  There  should  be  a  supervisor  of  elementary  science 
instruction,  whose  business  it  would  be  to  plan  the  scheme  of  lessons,  to  teach 
the  teachers  hov\^  to  teach  it,  to  give  model  lessons  in  the  various  grades,  and 
to  supervise  and  test  the  work  of  instruction  done  by  the  teachers.  We  recom- 
mend that  such  a  science  supervisor  be  employed,  who  shall  immediately  begin 
the  gradual  introduction  of  such  a  scheme  of  lessons,  perfecting  and  extending 
the  course  as  fast  as  teachers  can  be  trained  properly  to  do  the  work. 

PHYSICAL  EDUCATIOX. 

The  course  of  study  contains  an  "  outline  ^'  for  physical  education, 
but  it  is  a  very  poor  one,  measured  by  any  modern  standard  for  this 
work.  The  subject  gets  a  minimum  of  attention  in  the  classrooms 
and  the  schools  generally  are  only  awaking  to  the  importance  of  it. 
Since  no  examinations  occur  in  the  subject,  it  may  easily  be  one  of  the 
portions  of  the  curriculum  to  be  forgotten  in  daily  work.  A  num- 
ber of  the  larger  schools  presented  an  exhibition  of  their  work  to 
members  of  the  survey  commission.  This  was  everywhere  well  done 
by  the  pupils  and  gave  evidence  of  much  drill.  But  it  was  most 
formal  in  character,  the  putting  of  children  through  a  selected  set 
of  calisthenics.  Yet  it  is  safe  to  assume  that  it  covers  all  the  work 
done  under  this  subject  in  such  schools. 

State-wide  programs  of  physical  education  have  been  inaugurated 
in  a  number  of  mainland  States.  With  certain  limitations  the  Cali- 
fornia program  might  well  become  a  model  for  the  Hawaiian  Terri- 
tory. At  any  rate,  the  new  policy  of  the  department  at  Honolulu 
should  have  in  mind  both  physical  exercise  in  class  groups  and  recrea- 
tion and  supervised  play  on  the  school  ground.  There  is  need  of  a 
director  of  this  work  for  the  Territory  as  a  whole,  and  there  must 
be  added  a  number  of  persons  who  are  prepared  to  take  charge  of 
the  administration  of  a  physical  education  program  at  each  of  the 
Honolulu  schools  and  at  the  larger  centers  on  other  islands.  Further- 
more, such  teachers  must  be  sufficiently  released  from  enough  of  their 
other  school  duties  to  give  their  major  effort  and  interest  to  this 
work. 


CLASSROOM   PROCEDURE   AND   COURSE    OF    STUDY.  205 

VOCATIONAL   AND  INDUSTRIAL  EDUCATION. 

As  yet  no  course  is  in  print  covering  vocational  and  industrial  work 
in  Hawaii.  It  may  therefore  be  considered  as  in  an  embryonic  state 
of  development,  with  goals  rather  indefinitely  set.  The  Territory 
has  been  too  tardy  in  selecting  its  leaders  for  this  important  work, 
and  the  leaders  frankly  face  the  problem  of  setting  out  with  a  teach- 
ing staff  that  has  not  been  competently  trained  in  the  required  tech- 
nique or  in  an  understanding  of  the  place  of  vocational  education  in 
a  modern  public-school  system.  In  the  future  all  plans  for  voca- 
tional training  must  come  to  occupy  a  very  large  part  of  the  educa- 
tional program. 

The  types  of  vocational  work  now  carried  on  in  the  elementary 
schools  are  as  follows : 

1.  Cooldng  is  established  in  many,  but  not  all  of  the  large  schools.  It  is 
usually  housed  in  a  small  bungalow,  where  it  is  given  a  fairly  good  set  of 
equipment  for  conducting  cafeteria  lunches.  Class  groups  are  not  taught  in 
Hawaii,  that  is,  the  schools  do  not  have  the  laboratory  with  its  individual 
stoves  in  which  a  group  of  girls  (as  in  mainland  schools)  is  given  practice  in 
experimental  cooking.  Girls  go  to  the  cooking  room  to  assist  the  teacher  in 
tlie  preparation  of  lunches  for  the  pupils  who  pay  for  the  same  In  very  moder- 
ate amounts.  The  rules  require  this  work  to  be  entirely  self-supporting,  and 
the  budget  is  accordingly  a  ver>'  vital  concern  of  the  teacher.  She  must  watch 
closely  every  possible  avenue  of  waste.  Under  the  circumstances  she  finds  that 
too  many  pupils  are  a  decided  handicap  to  her  efficiency  as  a  server  of  lunches, 
and  she  prefers  to  look  after  all  important  details  herself.  Thus  the  training 
of  pupils  in  cooking  too  easily  tends  to  resolve  itself  into  the  assigning  of  a 
series  of  daily  kitchen  chores  to  a  small  group  of  girls,  usually  6  or  7,  but  at 
times  observers  found  as  many  as  10  girls  so  occupied.  The  list  of  duties  are 
about  as  follows: 

Cutting  bread  for  sandwiches  and  spreading  sandwiches:  pealing  potatoes; 
apportioning  food;  washing  dishes;  helping  to  serve  lunclies ;  and  cleaning 
kitchen. 

From  the  standpoint  of  a  cafeteria  doing  public  school  service,  these  kitchens 
vYi'  highly  successful.  They  are  conducted  with  clocklike  precision  and  they 
<-lfer  a  creditable  standard  for  good  housekeeping.  More  than  this,  they  possess 
greater  educational  value  than  the  above  recital  of  details  would  indicate. 
But,  after  all,  they  reach  too  few  of  the  pupils.  The  system,  too,  does  not  fit 
into  the  regular  class  work,  since  it  takes  only  a  few  of  the  girls  of  a  class 
at  one  time.  There  is  no  time  or  opportunity  to  teach  girls  to  plan  and  serve 
meals,  and  they  are  seldom  taught  any  methods  of  purchasing.  The  point  is 
that  the  present  plan  of  work  does  not  seem  to  be  sufficiently  comprehensive 
or  extensive.  To  the  plan,  it  is  believed,  there  should  be  added  phases  of 
la])oratory  work  similar  to  that  found  in  modern  school  systems.  And  all 
schools  of  sufficient  size  should  have  cooking  work  installed. 

2.  Seicing  offers  opportunities  for  larger  groups  and  is  conducted  along  lines 
familiar  to  mainland  schools.  With  regard  to  motivated  activities,  the  course 
is  not  abreast  of  modern  practice.  It  calls  for  too  many  exercises  on  details 
most  of  which  could  be  learned  in  connection  with  the  making  of  garments. 


206  A   SURVEY   OF   EDUCATION   IX    HAWAII. 

This   work  is   also   self-supporting.     Like  cooking,   it   should   be  extended  to 
many  more  schools,  and  much  of  the  material  should  be  furnished. 

3.  Manual  framing. — In  making  manual  training  self-supporting  the  classes 
have,  as  In  the  case  of  cooking,  been  very  much  limited,  and  the  lack  of  ade- 
quate equipment  has  given  it  a  further  handicap.  Only  in  a  comparatively  few 
cases  were  these  shops*  found  to  be  well  equipped.  If  there  were  enough  hand 
tools,  other  necessities  were  short,  or  vice  versa.  The  work  suggests  good 
possibilities  for  project  activities  were  it  not  for  two  facts:  (1)  There  is  an 
exaggerated  emphasis  on  the  making  of  models.  (2)  The  teacher  can  not  give 
the  boy  too  free  a  rein,  knowing  at  the  same  time  that  articles  must  of  neces- 
sity reach  a  certain  market  value.  Hence  the  manual  training  teacher,  such 
is  the  tendency,  originates  and  creates,  and  the  boy  becomes  the  helper.  Groups 
of  20  boys  at  a  time  ought  to  have  accommodation  in  these  shops.  In  practice, 
the  groups  are  half  the  number,  if  not  less.  Mainland  schools  supply  the  ma- 
terial for  practically  all  of  the  manual  training  work,  and  Hawaii  is  certainly 
in  a  position  to  extend  the  same  support  to  it  in  the  way  of  larger  accommoda- 
tion, more  equipment,  and  free  materials  with  which  children  can  work. 

4.  Gardening.  Every  school  in  the  Territory  should  and  could  have  a  school 
garden,  but  interest  in  such  a  thing  appears  to  be  only  sporadic.  Children 
should  also  be  encouraged  to  make  gardens  at  home  under  the  direction  of  the 
school.  The  survey  staff  found  some  excellent  gardens  under  way,  but  in  no 
case  did  one  measure  up  to  reasonable  expectation  in  the  matter  of  dimensions, 
considering  the  size  of  school  and  the  availaliility  of  land.  Not  enough  things 
were  being  experimented  with.  It  is  feared  that  the  enterprise  is  viewed  as  too 
much  of  a  fad  by  the  average  school.  On  the  other  hand,  instances  did  come  to 
the  attention  of  the  commission  in  which  it  appeared  that  a  start  had  been 
made  in  the  direction  of  agricultural  project  work.  The  idea  contemplated  in 
such  cases  is  to  have  school  and  plantation  cooperate  by  having  the  pupil  under- 
take a  real  piece  of  agricultural  work,  just  as  in  real  plantation  life,  though  on 
a  limited  scale.  It  is  felt  that  there  are,  happily,  many  plantations  willing  and 
ready  to  offer  such  cooperation  and  to  allow  the  use  of  portions  of  their  lands 
by  the  schools  just  as  soon  as  the  public  schools  can  develop  adequate  adminis- 
trative machinery  and  leadership.  The  Federal  commission  is  pleased  to  learn 
that  only  recently  proposals  for  a  very  original  and  promising  form  of  coopera- 
tion have  been  under  discussion  between  the  department  of  public  instruction 
and  one  of  the  leading  plantations. 

Of  all  phases  of  vocational  training  there  is  the  greatest  demand 
for  agricultural  education,  and  it  is  fortunate  that  the  attitude  of  the 
department  of  public  instruction  has  become  one  of  keen  interest  in 
this  work.  A  very  large  proportion  of  the  boys  in  the  upper  grades 
should  have  an  opportunity  to  enter  upon  simpler  forms  of  agricul- 
tural training  employing  the  project  method  therein. 

In  Honolulu  and  other  cities  boys  should  have  advantages  for 
engaging  in  industrial  activities  of  broader  scope  than  the  present 
work  in  njianual  training,  and  the  project  method  should  also  form 
its  basis. 

It  seems  certain,  therefore,  that  in  beginning  the  task  of  reorgani- 
zation the  department  will  need  to  take  one  of  its  chief  points  of 
departure  from  the  vocational  needs  in  the  elementary  field,  fitting 
them  into  a  larger  program  of  vocational  and  industrial  training 


CLASSROOM   PROCEDURE   AND   COURSE   OF   STUDY.  207 

that  shall  extend  into  and  through  the  secondary  school  period.  It  is 
all  too  true,  as  the  present  superintendent  of  schools  has  pointed  out, 
that  the  public  schools  have  been  blindly  absorbed  in  "turning  out 
boys  and  girls  who  are  fitted  only  to  make  their  living  in  the  cities 
and  in  the  congested  districts  where  the  advantages  of  life  are  at  a 
minimum."  and  that  Hawaiian  pupils  should  be  taught  primarily 
"to  fit  themselves  for  the  great  needs  of  Hawaii's  agriculture  and 
other  industries.*'    (See  the  discussion  in  Ch.  I.) 

COXCERXIXG   THE   REVISIOX   OF    THE    COURSE   OF    STUDY. 

The  facts  set  forth  in  the  foregoing  discussion  of  the  present  cur- 
riculum in  elementar}^  education  abundantly  confirm  the  stand  taken 
by  the  officials  of  the  department,  namely,  that  a  thoroughgoing 
revision  of  the  course  of  study  must  be  begun  at  the  earliest  possible 
opportunity.  Revision  must  touch  upon  practically  every  subject. 
There  must  be  very  considerable  pruning  of  old  requirements.  Many 
details  of  procedure  that  are  based  on  theories  accepted  two  decades 
ago  must  be  cleared  from  the  roadway  of  present-day  progress. 
Time  spent  on  the  memorizing  of  unwiekh^  and  unusable  bodies  of 
facts  must  be  saved  for  the  greater  service  of  teaching  children  to 
"  do ''  things,  to  create,  to  prove  the  mastery  of  an  idea  by  applying 
it  to  the  completion  of  something. 

In  the  work  of  revision  officials  should  be  cautioned  against  that 
type  of  curriculum  which  is  promulgated  by  one  person  or  a  small 
"  inner  circle  "  of  individuals  and  which  fails  to  bring  widely  repre- 
sentative groups  of  the  teaching  body  into  its  preparation.  This 
is  one  very  noticeable  fault  of  the  present  course  of  study.  It  sug- 
gests too  forcibly  the  one-man  idea,  and  as  such  it  so  dominates  the 
classroom,  so  exaggerates  the  importance  of  obsolete  details,  that  it 
actually  sanctions  low  standards.  Equally  important  with  the  above 
is  the  necessity  of  making  teachers  understand  that  the  course  of 
study  is  not  a  document  to  be  followed  with  never  a  deviation.  It 
is,  on  the  other  hand,  tentative  and  suggestive  in  character.  While 
its  materials  point  certain  avenues  of  procedure,  they  also  challenge 
the  teacliing  body  to  apply  the  results  of  tested  experience  in  making 
changes  from  time  to  time.  In  the  preface  of  the  Duluth  course  of 
study  there  is  an  excellent  statement  of  guiding  principles  employed 
in  the  preparation  of  that  curriculum.  Its  suggestions  are  very 
much  in  point  for  Hawaii,  and  we  therefore  take  the  liberty  of 
quoting  from  it,  as  follows: 


SUGG 


ESTIO>'S    FEOM    THE    DULUTH     (MIN>T.)     COURSE   OF    STUDY. 


This  Course  of  Study  -was  constructed  during  the  school  term  of  1918-19  and 
during  the  summer  of  1919.     It  was  introduced  in  Septemlier,  1919.     It  is  the 


208  A   SURVEY   OF   EDUCATION   IN    HAWAII. 

product  of  the  combiued  effort  of  the  teachers,  principals,  and  supervisors  in 
the  public  schools  and  the  State  Normal  School  of  Duluth. 

The  general  supervision  of  the  entire  course  was  under  an  executive  commit- 
tee consisting  of  a  principal,  a  supervisor,  and  a  superintendent  of  the  training 
department  of  a  normal  school.  Each  subject  was  in  charge  of  a  special  com- 
mittee consisting  of  teachers,  principals,  and  supervisors,  with  the  teachers 
largely  predominating.  While  the  number  of  teachers  on  these  committees  was 
made  as  large  as  possible  in  order  to  secure  the  benefit  of  classroom  experience, 
not  all  were  able  to  participate  in  the  work  on  account  of  the  lack  of  time  and 
facilities  for  reaching  them.  Much  credit  is  due  all  who  have  so  willingly  and 
efficiently  assisted  in  bringing  this  course  of  study  to  its  present  standard.  The 
fact  that  it  is  an  outgrowth  of  the  best  classroom  practice  in  the  city  is  due 
largely,  however,  to  the  teachers  who  helped  in  its  construction. 

The  general  plan  for  each  subject  in  the  course,  the  principles  for  the  selection 
of  subject  matter,  and  the  organization  of  subject  matter  were  agreed  upon  by 
tlie  executive  conunittee  and  the  chairman  of  each  special  committee  after  much 
study  and  careful  deliberation.  Each  special  committee  observed  these  principles 
of  selection  and  plan  of  organization  in  preparing  the  subject  assigned.  Sug- 
gestions on  the  course  in  English  were  received  from  a  group  of  business  men, 
in  order  to  secure  the  point  of  view  of  those  outside  the  schools.  Similar  help 
was  received  from  a  group  of  musicians  on  the  course  in  music. 

The  general  plan  adopted  for  each  course  is  as  follows: 

I.  Table  of  Contents. 

II.  Aims  and  purposes  for  all  grades,    A  statement  of  the  purposes  of  the  sub- 
ject as  a  whole. 

III.  Outline  of  subject  matter.     Brief  survey  of  subject  matter  throughout  the 

elementary  and  junior  high  schools. 

IV.  General  directions. 

V.  Detailed  outline  of  subject  matter. 
VI.  General  bibliography. 

As  a  basis  for  the  selection  of  subject  matter  for  this  Course  of  Study,  the 
following  social  values  were  used : 

I.  That  subject  matter  was  selected  which  is  most  frequently  used  by  the 
greatest  number  of  people  in  life  situations.  The  term  "  use  "  is  not  restricted 
to  the  mere  economic  sense,  but  includes  all  those  matters  which  society  has 
learned  to  value  and  desires  to  pass  on  to  the  next  generation. 

II.  That  subject  matter  was  selected  which  is  not  only  most  frequently  used 
but  is  most  significant  when  used,  e.  g.,  we  teach  how  to  save  life  from  drown- 
ing not  because  of  the  number  of  times  it  would  be  used  but  because  of  its 
great  significance  when  used.  These  methods  of  choosing  subject  matter,  while 
they  have  been  a  guiding  principle  have  been  necessarily  limited  by  such  con- 
siderations as  expense  of  teaching,  time  of  pupils,  ability  of  teachers  and 
pupils,  and  organization  and  availability  of  material. 

In  the  organization  of  subject  matter  an  attempt  has  been  made  to  arrange 
it  around  projects  suited  to  the  abilities  and  interests  of  the  pupils  for  whom  it  is 
intended,  and  adapted  to  the  successful  use  of  well  recognized  methods  of  teach- 
ing and  to  the  needs  of  the  State  and  community.  These  projects,  according 
to  the  nature  of  the  subject  matter,  lend  themselves  to  one  of  the  following 
types : 

Type  I.  In  which  the  purpose  is  to  embody  some  idea  or  plan  in  external 
form,  as  building  a  boat,  writing  a  letter,  presenting  a  play. 

Type  II.  In  which  the  purpose  is  to  enjoy  some  resthetic  experience,  as  listen- 
ing to  a  story,  hearing  a  symphony,  appreciating  a  picture. 


CLASSROOM   PROCEDUEE  AND  COURSE   OF   STUDY.  209 

Type  III.  In  ^Yllicll  the  purpose  is  to  straighten  out  some  intellectual  diffi- 
culty, to  solve  some  problem,  as  to  find  out  whether  or  not  dew  falls,  to  ascer- 
tain how  New  York  outgrew  Philadelphia. 

Type  IV.  In  which  the  purpose  is  to  obtain  some  item  or  degree  of  skill  or 
knowledge,  as  learning  to  write  grade  14  on  the  Thorndike  Scale,  learning  the 
irregular  verbs  in  French.  Some  teachers,  indeed,  may  not  closely  discriminate 
between  drill  as  a  project  and  drill  as  a  set  task,  although  the  results  will  be 
markedly  different. 

"  It  is  at  once  evident  that  these  groupings  more  or  less  overlap  and  that  one 
type  may  be  used  as  means  to  another  as  end.  It  may  be  of  interest  to  note 
that,  with  these  definitions,  the  project  method  logically  includes  the  problem 
method  as  a  special  case.  The  value  of  such  a  classification  as  that  here  given 
seems  to  me  to  lie  in  the  light  it  should  throw  on  the  kind  of  projects  teachers 
may  expect  and  on  the  procedure  that  normally  prevails  in  the  several  types. 
Kilpatrick."     (Teachers  College  Record,  Sept..  1918.) 

This  Course  of  Study  is  in  no  sense  a  finished  product.  It  is  a  record  of  past 
achievement  and  a  standard  of  present  attainment.  It  is  intended  also  to  be  a 
guldepost  for  further  progress.  As  the  quality  of  the  classroom  instruction 
improves  by  means  of  this  course,  the  course  should  likewise  be  improved  in 
the  nature  of  the  subject  matter  and  in  the  effectiveness  of  the  teaching  method. 
For  this  purpose  the  suggestions  and  criticisms  of  teachers,  principals,  and 
supervisors  will  be  requested  from  time  to  time. 

EXPERT    HELP    NEEDED    IN    RE^^SING    COURSE    OF    STUDY. 

For.  immediate  assistance  and  points  of  suggestion  the  elementary 
staff  ought  no  doubt  to  have  access  to  some  of  the  recent  courses  of 
study  prepared  by  school  systems  in  America.  The  problem  of  mak- 
ing such  information  accessible  to  the  large  teaching  body  may  be 
somewhat  perplexing.  One  fairly  practical  solution,  however,  is  to 
put  in  the  hands  of  each  supervising  principal  a  dozen  or  a  score  of 
copies  each  of  two  or  three  of  these  courses,  holding  them  respon- 
sible for  their  circulation  among  the  schools.  This  method  vrould 
not  require  an  excessive  number  of  copies,  and  no  doubt  they  could 
be  procured  in  these  limited  quantities.  In  this  connection,  then,  the 
survey  commission  would  recommend  a  study  of  some  of  the  follow- 
ing courses  of  study : 

1.  The  Baltimore  County  Course  of  Study — published  by  ^^'arwick  and  York, 

Baltimore,  Md. 

2.  The  Duluth   (Minn.)  Course  of  Study — secured  through  the  Duluth  Board 

of  Education. 

3.  Minimum  Courses  of  Study — the  report  of  a  southern  California  committee 

of  teachers.      (Southern  Branch  University  of  California.  Los  Angeles. 
Calif.) 

4.  Courses  of   Study   in   the   Elementary   Schools   and   the  High    Schools  of 

Decatur,  111. — secured  through  the  Decatur  Board  of  Education. 

In  the  actual  reorganization  of  the  course  of  study  in  Hawaii  the 
commission  recommends  that  a  plan  similar  to  that  of  Duluth  be 
adopted  and  that  an  earnest  attempt  be  made  to  have  the  revision 
ready  by  the  end  of  the  1920-21  school  year  at  the  latest,  and  by  the 


210  A   SURVEY   OF   EDUCATION    IN    HAWAII. 

end  of  1920  if  possible.  The  commission  further  suggests  that  two 
exi^erts  of  national  reputation  be  employed  by  the  department,  as 
follows : 

1.  An  expert  in  the  curricula  of  the  fundamental  subjects. 

2.  An  expert  in  the  curricula  of  vocational  and  industrial  training, 
with  special  reference  to  the  work  of  agriculture. 

The  idea  in  mind  is  to  have  these  experts  spend  from  six  months 
to  a  year  in  a  thorough  study  of  Hawaii's  needs  along  the  two 
lines  and  then  to  bring  to  bear. on  the  work  of  organization  the  appli- 
cations of  their  own  tested  experiences  in  the  Avider  fields.  They 
should  in  no  wise  be  employed  as  substitutes  for  the  staff  in  making 
the  course  of  study,  and  they  should  be  persons  of  sufficiently  bal- 
anced judgment  to  avoid  dictating  policies.  Their  chief  work  should 
be  the  development  of  the  necessary  cooperation  among  the  teaching 
hodj  under  their  expert  guidance  and  leadership.  The  cost  of  such 
an  undertaking  would  be  insignificant  in  comparison  with  the  bene- 
fits to  be  obtained. 

TEXTBOOKS. 

The  commission  believes  that  with  the  exception  of  geography  all 
of  the  textbooks  now  adopted  and  in  use  in  the  grades  should  go  into 
the  discard.  One  of  the  chief  drawbacks  of  the  V\^ork  of  teaching  is 
the  unsuitability  of  these  texts.  Some  by  reason  of  being  for  many 
years  the  adopted  texts  have  reached  the  point  where  in  the  natural 
course  of  events  they  should  be  subjected  to  revaluation  in  terms 
of  what  the  market  now  offers.  Other  texts  are  of  more  recent 
adoption,  and  considering  the  lists  of  textbooks  then  available  in 
each  respective  line  one  wonders  what  the  basis  of  judgment  could 
have  been  in  selecting  these  particular  books.  The  impression^  is 
that  they  were  deemed  the  proper  texts  because  of  the  degree  to 
Avhich  they  paralleled  an  already  outgrown  course  of  study.  The 
geography  texts  are  comparable  to  other  modern  publications  in  this 
line,  but  the  difficulty  here  is  the  fact  that  all  geographies  are  under- 
going revision  because  of  the  tremendous  recent  changes  in  geog- 
raphy data.  But  a  change  in  this  text  should  go  over  imtil  1921-22 
in  order  to  allow  for  the  above  changes  and  for  the  changes  Avhich  the 
United  States  census  will  bring  into  being. 

As  with  the  course  of  study,  so  in  the  matter  of  textbooks  the  opin- 
ions of  representative  groups  of  teachers  should  be  sought.  The 
commission  therefore  offers  the  folloving  recommendations: 

1.  A  textbook  commission  should  be  formed.  It  should  be  com- 
posed of  seven  to  nine  members,  representing  the  following 
groups:  Supervising  principals,  principals,  normal  instruc- 
tors, regular  class  teachers,  special  teachers.  At  least  one- 
third  of  the  committee  should  be  teachers. 


CLASSEOOM    PROCEDURE   AXD   COURSE    OF   STUDY.  211 

2.  The  commission  should  appoint  a  subcommittee  for  each  type 

of  textbook,  having  a  membership  of  five  to  seven,  a  majority 
of  whom  should  not  be  mem.bers  of  the  commission.  Each 
subcommittee  should  be  composed  of  persons  who  have  rec- 
ognized ability  in  the  particular  subject. 

3.  Eacli  subcommittee  should   report  its  findings,   following  the 

examination  of  all  texts  submitted  for  adoption,  in  the  form 
of  recommendations  to  the  commission. 

4.  Tliese  recommendations  should  be  adopted  by  the  commission 

unless  a  majority  of  the  latter  body,  on  good  and  sufficient 
grounds,  is  opposed  to  them. 

5.  The  ex  officio  chairman  of  the  commission  should  be  the  superin- 

tendent of  public  instruction. 

6.  The  commission  and  these  committees  should  be  continuing^  for 

the  purpose  of  making  uninterrupted  studies  of  textbooks  and 
methods  of  teaching  the  general  subjects  and  keeping  the  text- 
book adoptions  constantly  up  to  date,  avoiding,  however,  all 
inconsiderate  changes. 
The  need  of  better  textbooks  is  so  urgent  that  it  is  felt  the  depart- 
ment ought  to  take  immediate  steps  to  set  this  machinery  for  adop- 
tion into  operation.    If  recommendations  can  be  decided  upon  before 
the  end  of  the  summer  vacation,  1920,  it  will  be  advantageous  to  have 
the  books  in  the  hands  of  pupils  for  the  school  year  1920-21.     It  is 
not  felt,  moreover,  that  this  matter  must  necessarily  wait  upon  a 
revised  course  of  study. 

METHOD  OF  DISTRIBUTIXG  TEXTBOOKS. 

At  present  all  orders  for  textbooks  needed  at  the  various  schools 
are  filled  by  a  commercial  house  in  Honolulu,  which  acts  as  the  dis- 
tributing agent  (for  profit)  to  the  publishers  of  the  texts  used.  The 
commission  found  much  dissatisfaction  expressed  among  the  schools 
with  this  arrangement,  because  of  delays  in  delivery.  The  commis- 
sion did  not  investigate  these  criticisms,  neither  did  it  examine  the 
merits  of  the  allegation  made  that  an  undue  profit  was  collected  for 
handling  the  books.  It  suggests,  however,  that  it  is  desirable  that 
the  departm.ent  consider  the  plan  of  handling  the  textbook  and  sup- 
ply business  itself,  collecting  an  amount  above  first  cost  sufficient 
only  to  make  this  department  self-supporting. 


Chapter  VI. 
THE  PUBLIC  HIGH  SCHOOLS. 


Contents. — 1.  General  conditions  ;  inadequate  accommodations.  2.  High-school  pupils ; 
racial  and  sex  distribution ;  problem  of  Americanization  ;  promotions  and  failures.  3. 
The  curriculums ;  McKinley  High  School  :  new  curriculums  recommended  ;  solving  the 
English  problem.  4.  The  teachers:  training;  distribution  by  experience;  efficiency  of 
classroom  work  ;  characterization  of  methods  used  ;  time  wasted  on  p<^nmanship  ;  teachers' 
salaries ;  schedule  recommended ;  a  teachers'  bureau  needed.  _  5.  Organization,  adminis- 
tration, and  supervision  ;  functions  of  high-school  principal ;  group  pupils  according  to 
ability  in  English  :  size  of  classes ;  distribution  of  pupils  by  curriculuDis,  6.  Library 
facilities.     7.  Buildings  and  equipment ;  building  standards  ;  inadequacy  of  equipment. 


1.  GENERAL  CONDITIONS. 

The  Territory  of  Hawaii  has  four  public  high  schools,  one  ou  each 
of  the  four  principal  islands  of  the  group.  Geographically,  with 
perhaps  but  one  exception,  the}^  are  placed  in  good  strategic  locations, 
but  considering  the  area  and  the  population  which  each  is  intended  to 
serve,  there  are  too  few  such  schools.  The  table  which  follows  will 
make  this  clear. 


llaicalian  puhlic  high  schools  as  related  to  area  and  population. 


Island. 

Area  in 
square 
miles. 

Esti-     i 

mated    j    Name  of 
popu-           high 
lation         school. 
(1919).    ! 

Location. 

Year 

estab- 
lished. 

Enroll- 
ment. 
Decem- 
ber, 1919. 

Total 
public 
school 
enroll- 
m-ent, 
Decem- 
ber, 1919. 

Oahu 

598. 0 
4,015.6 
1, 172.  7 

619.7 

121,200     McKinlev- 

71,270     Hilo ■-. 

39,000     Maui 

31,500     Kauai 

Honolulu 

Hilo 

1896 
1905 
1913 
1914 

771 

292 

72 

58 

18,079 

Hawaii 

10,227 

Mauii 

Hamakuapoko. 

5,690 

Kauai  2 

5,129 

Total 

6  406  0 

3  262  970  ' 

1.193 

39, 125 

1  Including  Molokai,  Lanai,  and  Kahoolawe. 
-  Including  Niihau. 

"  The  1920  census  total  is  249,999,  exclusive  of  the  Army.  Navj',  and  Marine  Corps 
pei-sonnel. 

HIGH    SCHOOL   FACILITIES   INADEQUATE. 

The  McKinley  High  School  must  serve  not  onl}^  the  cit}^  of  Hono- 
lulu, but  also  the  whole  island  of  Oahu.  The  Hilo  High  School  not 
only  must  serve  the  city  of  Hilo,  but  it  is  also  the  only  high  school 


on  Hawaii,  the  largest  island  of  the  group. 
212 


The  Maui  Hidi  School 


THE   PUBLIC   HIGH   SCHOOLS.  213 

serves  the  village  and  district  of  Hamakuapoko  on  the  eastern  side 
of  Maui  and  also  the  whole  inhabited  area  of  Maui  and  three 
neighboring  smaller  islands,  Molokai  (exclusive  of  the  leper  settle- 
ment of  Kaiaupapa,  and  the  county  of  Kalawao),  Lanai,  and 
Kahoolawe.  These  latter  islands  lie  to  the  northwest,  west,  and 
southwest  of  Molokai,  or  on  the  side  opposite  to  Kahului,  the  port 
for  Hamakuapoko.  The  Kauai  High  School  serves  the  population 
of  Lihue  and  that  of  the  whole  Island  of  Kauai,  and  of  the  smaller 
neighboring  island,  Niihau,  50  miles  from  Lihue  by  steamer. 

Tlie  geographical  situation  is  further  complicated  by  the  topog- 
raphy of  the  larger  islands,  each  of  which  consists  of  an  assemblage 
of  extensive  volcanic  cones.  These  are  grouped  in  compact  ranges, 
for  the  most  part ;  but  some  are  more  scattered.  The  habitable  por- 
tions of  the  islands  are  the  narrow  valleys  formed  by  erosion  on  the 
gentle  slopes  of  the  lava  cones  or  near  the  bases  of  the  steeper  tufa 
cones,  the  wide  valleys  and  lava  plateaus  between  the  different  cones, 
and  the  narrow  coastal  and  alluvial  plains  that  skirt  parts  of  the 
islands.  Jixtensive  plantations  of  sugar  cane  and  pineapples  stretch 
far  and  wide  over  those  uplands  where  the  lava  has  weathered  suffi- 
Iciently  to  form  a  suitable  soil.  Because  of  the  large  areas  of  desert 
volcanic  lands  where  there  is  practically  no  soil  on  account  of  rei- 
ati^ely  recent  lava  flows,  or  where  there  is  insufficient  water  supply, 
the  habitable  area  in  many  large  sections  is  small  compared  with  the 
whole. 

The  population  is  scattered  among  the  more  or  less  isolated  in- 
terior valleys  and  plains,  or  is  segregated  in  the  plantation  camps 
or  small  villages,  or  is  strung  along  the  peripheral  plains.  These 
narrow  coastal  plains  are  usually  fairly  extensive  on  the  leeward 
sides  of  the  islands;  but  on  the  windward  sides  there  are  long  gaps 
where  they  are  absent,  and  where  the  coast  is  more  or  less  inaccessi- 
ble from  botli  land  and  sea  because  of  wave  erosion.  The  waves  have 
carried  away  the  soils  of  the  plains  and  cut  the  lava  back  in  lofty 
cliffs.  The  valley  lands  at  the  mouths  of  the  stream  are  hard  to 
reach  hj  water  on  account  of  the  barrier  reefs  of  coral  which  skirt 
the  islands  and  which  have  few  fresh-water  openings  that  are  navi- 
gable by  power  boats.  Access  to  them  is  had  only  at  favorable  times 
by  the  native  canoes  which  at  some  risk  can  pass  the  reefs.  Eail 
and  road  transportation  have  made  a  good  beginning,  but  the  pos- 
sibilities for  these  types  of  transportation  as  yet  are  far  from  being 
adequately  developed. 

On  com.paring  the  high-school  enrollments  with  the  population 
(estimated),  we  find  that  in  the  McKiniey  High  School  there  is  one 
student  for  every  157  of  the  total  population ;  in  the  Hilo  High  School 
one  for  every  241 :  in  the  Maui  High  School  one  for  every  542 ;  in  the 


214  A   SURVEY   OF   EDUCATION    IN    HAWAII. 

Kauai  High  School  one  for  every  543 ;  and  in  the  whole  Territory  on^ 
for  every  220.  Naturally,  ^IcKinley  and  Hilo  make  the  best  showing 
as  they  are  located  in  the  only  two  cities  of  the  islands,  and  draw  the 
bulk  of  their  students  from  these  two  cities  respectively.  Honolulu 
has  an  estimated  population  of  about  85,000  and  Hilo  of  about  13,000J 
The  1,193  public  high  school  students,  however,  do  not  by  any  means 
represent  the  total  number  of  children  in  the  islands  receiving  a  sec- 
ondary education,  for  there  are  in  the  islands  11  private  schools  with 
high-school  departments  or  grades  above  the  eighth;  and  these  a1 
present  draw  largely  from  the  more  prosperous  elements  of  the  popu- 
lation. 

In  a  census  of  the  public  and  private  high  schools  made  in  1917,  the 
public  high-school  enrollment  was  found  to  be  646,  and  the  private 
Iiigh-school  enrollment  for  the  seven  recognized  schools  601.  This 
is  exclusive  of  the  Japanese  ''  language  "  schools,  having  high-school 
departments,  but  holding  their  sessions  before  and  after  public  school 
hours.  For  the  same  lists  of  schools  in  1919  the  corresponding  figures 
are  1,193  and  763.  This  is  an  increase  in  enrollment  for  the  pui)lic 
schools  from  1917  to  1919  of  547,  or  84  per  cent,  while  for  the  same 
seven  private  schools  the  corresponding  increase  is  162.  or  27  per  cent. 

To  get  the  present  total  private  high-school  enrollment  we  must  add 
82  pupils  who  are  distributed  in  four  schools  not  included  in  the  1917 
survey,  making  a  total  in  private  high-school  grades  (i.  e.,  9-12  inclu- 
sive) of  845.  If  these  four  schools  had  been  included,  the  enrollment 
of  the  private  high  schools  in  1917  would  have  equaled  or  exceeded 
that  of  the  public  high  schools.  The  public  high-school  enrollment 
now  exceeds  that  of  the  private  high  schools  by  348. 

The  fact,  however,  that  the  public  high  schools  are  still  but  a  slight 
factor  in  the  educational  life  of  the  islands  is  strikingly  shown  by  the 
proportion  of  the  total  public-school  enrollment  of  each  county  which 
is  found  to  be  enrolled  in  the  high  school  of  that  county.  These  per- 
centages are  (see  preceding  table)  :  City  and  county  of  Honolulu 
(Island  of  Oahu),  4.3  per  cent;  Hawaii,  2.9  per  cent;  Maui,  1.3  per 
cent;  Kauai,  1.1  per  cent;  and  for  the  whole  Territory,  3  per  cent. 
Three  pupils  enrolled  in  the  public  high  schools  of  the  Territory  out 
of  every  100  in  the  system  is  a  forcible  reminder  that  the  high  schools 
are  not  yet  functioning,  except  in  relatively  slight  degree,  in  the 
school  life  of  the  mass  of  children. 

Xevertheless,  from  the  table  which  follows  it  is  clear  that  the  tide 
is  beginning  to  set  in  strongly  toward  the  public  high  schools.  Con- 
ditions warrant  the  inference  that  the  increase  will  be  much  acceler- 
ated as  more  generous  facilities  for  high-school  education  are  pro- 
vided. 


THE   PUBLIC   HIGH   SCHOOLS. 


215 


PuUic  liigli-school  enroUment,  Territory  of  Haiuaii,  191J[  to  1919,  distributed  by 

scJiools  wiiid  sexes. 


Year. 

Sexes. 

Mc  Kin- 
ley. 

Hilo. 

Maui. 

Kauai. 

Total. 

1914.. 
1915.. 
1916.. 

1917,. 
1918. 
1919. 

Boys — 
1  Girls.... 

Total . 

IfBoys.... 
1  Girls.... 

1    Total. 

[Boys.... 
t  Girls.... 

Total . 
1 

IfBoys.... 
IGirls.... 

il    Total. 

if  Boys 

1  Girls.-.. 

1    Total. 

IfBoys.... 
iGirls.-.. 

1    Total. 

1 

216 
109 

115 
65 

6 
19 

6 

1 

343 

194 

325 

180 

25 

7 

537 

268 
108 

61 
38 

12 

25 

14 
4 

355 

175 

376 

99 

37 

18 

530 

315 
109 

87 
43 

13 

18 

21 
12 

436 

182 

424 

130 

31 

33 

618 

352 
135 

122 
63 

20 
26 

21 
13 

515 

237 

487 

185 

46 

34 

752 

373 
151 

112 
55 

1            24 

24 
13 

525 

243 

524 

167 

40 

37 

768 

1          545 
!          226 

1          187 
106 

36 
36 

41 
17 

899 
385 

1          771 

1 

293 

72 

58 

1,194 

It  will  be  seen  from  the  foregoing  table  that  the  total  enrollment 
in  the  public  high  schools  has  more  than  doubled  in  the  five-year 
period  considered,  the  larger  increase  having  taken  place  during  the 
last  two  years. 

One  immediate  result  of  this  increase  has  been  an  embarrassing 
congestion,  which,  especially  in  the  McKinley  High  School,  has 
been  steadily  growing  worse,  until  now  this  is  one  of  the  most 
serious  problems  with  which  the  school  authorities  have  to  deal. 

Besides  the  difficulties  arising  from  scattered  population  and 
from  overcrowding,  another  condition  complicating  the  educational 
problem  is  suggested  by  the  relatively  rapid  increase  in  the  number 
of  children  from  non-English-speaking  oriental  families,  discussed 
at  length  in  Chapters  I  and  III.  The  recent  rapid  increase  in 
high-school  enrollment  is  due  very  largely  to  children  from  these 
families,  who  recently  have  begun  to  flock  into  the  high  schools  in 
large  numbers.  The  character  and  effects  of  this  influx  will  be 
brought  out  in  the  next  section  of  this  chapter. 

2.  THE  HIGH  SCHOOL  PUPILS. 

The  pupils  of  the  public  high  schools  are  drawn  from  the  more 
ambitious  elements  of  the  islands,  exclusive  of  the  more  prosperous 
classes  of  people.  A  glance  at  the  following  table  shows  that 
many  different  races  and  nationalities  are  represented  in  the  McKin- 
ley High  School,  but  that  the  children  of  Japanese  and  Chinese 


216 


A   SURVEY   OF   EDUCATION    IN    HAWAII. 


descent  constitute  a  large  majority.  The  pupils  included  under  the 
word  "  others  "  are  of  Korean,  Porto  Eican,  and  Filipino  descent, 
together  with  scattering  representatives  of  several  other  nationali- 
ties not  named  in  the  first  column.  Collectively,  they  constitute  a 
considerable  group,  which  serves  to  emphasize  these  complexities 
of  the  school  population,  but  the  term  includes  no  single  group 
that  is  large  enough  to  be  significant  in  itself. 

Enrollment  of  the  McKinleii  High  School,  Honolulu,  Haivaii,  1919,  distrilmtcd 
l)ij  nationalities,  grades,  and  sexes. 


Twelfth  grade. 

Eleventh  grade. 

Tenth  grade. 

Ninth  grade. 

Total. 

Nationalities. 

i 

1 

4 

3 

■i 

I 

1 

1 

^ 

1 

J2 

o 

i 

H 

i 

3 
c 

0 

1  ! 

1 

0 

0 

0 
17 
31 

0 

3 

0 
4 
2 
0 
0 
0 
0 
4 
0 
1 

0 
5 
3 
0 
0 
0 
17 
35 
0 
4 

1 
5 
8 
2 
0 
2 

47 

38 

0 

2 

0 
9 
4 
0 
0 
3 
3 
8 
0 
3 

1 

14 
12 
2 
0 
5 
50 
46 
0 
5 

2 

16 
8 
1 
0 
4 
44 
40 
0 
6 

0 
15 

'! 

0 
6 

8 

18 

0 

1 

2 

31 

21 

2 

0 

10 

52 

58 

0 

7 

4 

30 

14 

1 

0 

5 

118 

83 

0 

11 

7 
36 
14 

1 

I 

20 

28 

0 

12 

11 

66 

28 

2 

0 

10 

138 

111 

0 

23 

7 
52 
31 

4 

0 

11 

226 

192 

0 
22 

7 
64 
33 

2 

l2 
31 
58 
0 
17 

226 

14 

Part-Hawaiian 

American          . .  ..... 

116 

61 

Brjt'=:h 

6 

0 

Portuguese             ..... 

25 

?57 

Chinese 

250 

0 

Others 

39 

Total 

53 

11 

64 

105 

30 

135 

121 

62 

183 

266 

123 

389 

545 

771 

The  following  summar}-   of  the  foregoing  table  shows  how  the 
races  rank  in  numbers  among  the  boys  and  girls,  respectively : 

Distrihution  hy  sexes  and  nationalities,  arranged  in  the  order  of  their  numbers, 
McKinley  High  School,  1919. 


Order. 

Boys. 

1 

Girls. 

1^ 

Totals. 

i 

All  high  schools, 
1917-18.1 

s 

1 

Japanese 

Chinese 

226 

192 

52 

31 

22 

11 

7 

4 

Part-Hawaiian . . 
Chinese 

64 
58 
33 
31 
17 
14 

2 

Japanese 

Chinese 

257 
250 
116 
64 
39 
25 
14 

Japanese 

Chinese 

234 

2 

|SP 

3 

4. 

Part-Hawaiian.. 

American 

Others 

American 

Japanese 

Others 

Part-Hawaiian.. 

American 

Others 

Portuguese 

Hawaiian 

British 

American 

Part-Hawaiian.. 

Portuguese 

Others 

British  . 

99 

79 

5 

40 

6. 

Portuguese 

Hawaiian 

British 

Portuguese 

Hawaiian 

British 

7. 

16 

8 

Hawaiian 

771 

Total   . 

545 

226 

f>88 

1  McKinley  High  School,  1919. 

The  outstanding  feature  is  the  number  of  boys  of  Japanese  and 
Chinese  descent,  so  great  in  the  aggregate  that  although  the  Part- 
Hawaiian  girls  rank  first  among  the  girls  in  numbers,  the  order  of 
the  girls  is  overturned  in  the  totals,  in  which  the  races  rank  in  num- 
bers exactly  as  they  do  in  the  boys'  column.  While  in  the  mainland 
high  schools  the  girls  almost  invariably  exceed  the  boys  in  numbers, 
there  are  in  this  school  2.4  times  as  may  boys  as  there  are  girls.  The 
comiDarison  plainly  shows  that  this  is  due  to  the  Japanese  and  Chinese 


THE   PUBIJC   HIGH   SCHOOLS.  217 

who  still  to  a  considerable  extent  preserve  their  traditional  attitude 
of  neglecting  or  discouraging  the  education  of  their  women. 

This  overwhelming  preponderance  of  orientals,  coupled  with  the 
overcrowding  of  the  high  schools  due  to  their  rapid  influx,  accounts 
partly  for  the  popularity  of  the  priA^ate  schools  with  the  well-to-do. 
jNIany  white  people,  Hawaiians  and  Part-Hawaiians,  who  can  afford 
to  pay  tuition,  but  who  would  like  perhaps  from  democratic  im- 
pulses to  send  their  children  to  the  public  high  schools,  are  deterred 
from  doing  so.  Tliis  is  mainly  because  their  children  would  be  out- 
numbered in  their  classes  by  the  orientals,  who  have  little  in  common 
with  them  and  whose  language  difficulties  impede  the  progress  of  all. 

On  summarizing  the  preceding  table  by  sexes  and  grades  and 
reckoning  the  percentage  of  girls  enrolled  in  each  grade,  the  fol- 
lowing is  found:  In  the  ninth  grade,  32  per  cent  are  girls;  in  the 
tenth  grade,  24  per  cent ;  in  the  eleventh  grade,  22  per  cent ;  and  in 
the  twelfth  grade,  17  per  cent.  That  is,  the  percentage  of  girls  in 
the  two  higher  grades  is  much  smaller  than  in  the  two  lower  grades. 
This  indicates  either  that  the  girls  do  not  stick  so  well  at  the  top  as 
the  boj^s  do,  or  else  that  they  are  coming  in  faster  at  the  bottom. 
Very  probably  both  causes  are  operative. 

Again,  referring  to  the  same  table,  it  is  seen  that  the  Japanese 
and  Chinese  freshmen  lead  in  numbers  with  138  and  1*11,  respectively, 
out  of  389  freshmen.  The  Americans  and  Part-Hawaiians  come  next 
with  66  and  28,  respectively ;  while  the  ratios  of  seniors  to  freshmen 
for  the  different  nationalities  are  as  follows :  Japanese,  12.3  per  cent ; 
Chinese,  31.5  per  cent ;' Part-Hawaiian.  7.6  per  cent:  American,  10.7 
per  cent;  Portuguese,  Hawaiians,  and  British,  0  per  cent;  and  all 
others  17.4  per  cent.  Evidently  the  Japanese  and  Chinese  hold  their 
attendance  through  the  four  years  better  than  any  of  the  other 
nationalities,  for  they  are  known  to  be  coming  in  below  at  a  much 
faster  rate  than  are  the  others. 

Of  the  total  enrollment,  the  Japanese  and  Chinese  descendants 
together  constitute  65  per  cent,  while  the  American,  Hawaiian,  and 
Part-Hawaiian  descendants  constitute  25  per  cent,  and  all  the  others 
10  per  cent.  American  and  British  descendants  together  constitute 
but  9  per  cent  of  the  total  enrollment.    ^ 

THE  PROBLEM   OF   AMERICANIZATION. 

This  condition  involves  serious  difficulties  from  the  standpoint 
of  the  influence  of  the  Anglo-Saxon  and  other  thoroughly  American- 
ized elements  in  imparting  to  the  children  of  alien  and  non-English- 
speaking  orientals  the  ideals,  customs,  and  langua.ge  of  the  American 
Kation.  The  thoroughly  Americanized  group  makes  up  only  one- 
fourth  of  the  whole,  and  those  from  Anglo-Saxon  families,  where 


218 


A   SURVEY    OF    EDUCATIOK    IX    HAWAII. 


l)resiimably  good  English  is  habituall}^  spoken,  mai^e  up  only  one- 
eleventh  of  the  vv^hole.  These  groups,  outnumbered  as  they  are  from 
4  to  1  to  11  to  1,  can  not  have  that  great  influence  on  their  school  fellows 
of  foreign  parentage  that  the  native  American  children  have  in  our 
great  cosmopolitan  high  schools  in  such  mainland  cities  as  New  York, 
Newark,  Cleveland,  Chicago,  and  other  large  cities  where  the  Amer- 
icanization problem  is  acute.  In  these  cities,  in  sharp  contrast  with 
the  Territorial  population,  middle-class  Americans  generally  send 
their  children  to  the  public  schools,  and  are  able  to  send  them  in  such 
numbers  that  they  exert  a  predominant  influence  on  the  contents  of 
the  melting  pot. 

The  distribution  by  races  and  sexes  for  the  other  three  high  schools 
(see  tables  which  follow),  inserted  here  for  comparison,  shov\"  charac- 
teristics which  are  very  similar  to  those  just  set  forth,  but  with 
variations  due  to  slightly  different  racial  distributions  on  the  dif- 
ferent islands. 

EnrfjUment  distributed  hy  se.res  and  iififioiiaJ  descent,  Hilo  Puhlic  High  ^ScJiool, 

Hawaii. 


Nationalities. 

Boys. 

Girls. 

Total. 

Japanese 

lOf. 
2.3 

n 

16 
18 
5 
1 
4 

33 
18 
26 
19 
6 
5 
1 
0 

139 

41 

37 

Part-Hawaiian 

35 

Chinese 

24 

10 

English    . 

2 

others 

4 

Total . 

1S4 

108 

292 

Distrihntion  of  pupils   Jti/  (jradcH   and   descent,  Maui  and  Kauai  rublio  High 

Schools,  Hawaii. 


Mai 

i  High  School. 

Kauai 

High 

School. 

(total). 

Nationalities. 

Ninth 
grade. 

Tenth 
grade. 

Eleventh 
grade. 

Twelfth 
grade. 

Total. 

American  and  British . 

13 
•        12 

7 
4 
3 

1 

9 
4 
1 
3 
2 
0 

4 
3 
0 
1 
0 
0 

3 

0 

1 

0 
0 
0 

29 
19 

9 
8 
5 

1 

3 

Japanese 

30 

Hawaiian  and  Part-Hawaiian 

9 

Chinese  . . 

11 

Portuguese 

5 

Negro. 

0 

Total 

40 

19 

8 

4 

71 

58 

From  the  personal  standpoint  of  most  of  the  English-speaking 
families,  who  naturally  wish  their  children  to  have  such  companion- 
ships and  associations  in  school  as  shall  tend  to  develop  solidarity 
and  stability  with  respect  to  the  language,  ideals,  traditions,  and  cus- 
toms of  America,  this  overwhelming  preponderance  of  orientals  is 


THE   PUBLIC   HIGH   SCHOOLS. 


219 


so  disturbing  that  it  constrains  many  who  can  not  afford  the  expense 
to  send  their  children  to  the  private  schools. 

Judged  from  this  immediate  and  intimate  personal  standpoint,  the 
great  influx  of  the  orientals  into  the  high  schools  seems  very  unfor- 
tunate, yet  we  must  consider  the  great  and  imminent  need  of  Amer- 
icanizing these  children  who  come  from  families  whose  language  and 
ways  are  so  different  from  ours.  The  task  of  converting  them  into 
loyal  and  understanding  Americans,  which  is  fundamental  to 
Hawaii's  peace  and  safety,  is  truly  a  stupendous  one  because  of  their 
great  aggregate  numbers ;  so  all  forward-looking  Americans  must  re- 
joice that  so  many  of  them  are  eager  to  attend  the  high  schools.  In 
these  schools  they  are  constantly  under  the  influence  which  loyal,  in- 
tellififent,  and  well-trained  American  teachers,  wide-awake  and  de- 
voted  to  the  problem,  are  bringing  to  bear  on  them;  and  this  is  a 
great  gain.  Necessarily  the  first  and  absolutely  indispensable  step 
in  this  direction  is  to  increase  the  high-school  accommodations  until 
they  are  adequate.  The  next  is  to  broaden  and  enrich  the  curriculums 
and  organization  until  the  high  schools  can  offer  even  more  than  the 
private  schools  now  offer  of  what  is  best  and  most  valuable  in  sec- 
ondary education. 

PROMOTIONS  AND  FAILT'RES  IN  HIGH   SCHOOLS. 

The  disparity  between  the  enrollments  of  the  higher  and  lower 
classes  shown  in  the  total  enrollment  by  grades  brings  us  sharply  up 
against  the  question  as  to  how  many  high-school  pupils  are  failing 
and  how  many  are  dropping  out  of  school.  The  following  table, 
taken  from  the  1917-18  report  of  the  superintendent  of  public  instruc- 
tion, gives  the  facts  as  to  numbers  and  percentages  of  failures  and 
eliminations  from  school  at  that  time. 

The  average  per  cent  promoted  is  taken  from  the  total  enrollment 
for  each  class  and  the  total  promotions.  The  average  per  cent  of 
eliminations  is  taken  from  the  total  enrollment  and  the  total  number 


leaving  school. 


The  table  follows : 


Pupil  promotions  and  failures  in  puhlic  high  schools,  Hairaii,  1911-18. 

RECORD    OF   FIRST-YEAR   PUPILS. 


Septem- 
ber roll. 

■ 

Left 
school. 

Number  i  Number 

pro-         on  con- 

moted.    1    dition. 

K„Tv>hpr    Percent    Percent 
failed.       j^^^p^       inated. 

McKinlev  high 

299 
71 
19 
10 

73               128                53 
6  '              40                15 
2  :              5                4 

0  i                5                  2 

45            42. 8              24. 4 

miohigh 

12  '          56.3                8.6 
8  ;          26. 3              10. 5 

Kauai  high 

Totals  and  averages 

3  :          50.0                  .0 

399 

81                178                 72                 68             44. 6               20. 3 

10146°— 20- 


-15 


220 


A  SURVEY   OF   EDUCATION   IX   HAWAII. 


rupil  promotions  ami  failures  in  public  hifih  schools,  Baiuaii,  1917-18 — Contd. 

RECORD    OF   SECOND-YEAR   PUPILS. 


McKinley  high 

U7 

58 
8 
12 

17 
14 
2 
0 

78 
11 

11 
6 

0 
0 

11 

2 
0 

1 

66.7 
62.1 
75.0 
91.7 

14.5 

Hilo  high 

24.1 

Maui  high                    

2.5.0 

Kauai  high 

.0 

Totals  and  averages 

195 

33 

131 

" 

14 

67.1 

16.9 

RECORD    OF   THIRD-YEAR   PUPILS. 


McKinley  high. 

Hilo  high , 

Maui  high 

Kauai  high 


Totals  and  averages. 


65 


78.0  ' 
70.8  ■ 

57.1  j 
83.4  i 


6.0 

16.6 

.0 

16.6 


74.7 


9.2 


RECORD    OF    FOURTH-YEAR   PUPILS. 


McKinley  high. 

Hilo  high :.. 

Maui  high 

Kauai  high 


Totals  and  averages. 


42 

3 

37 

0 

2 

88.1 

24 

1 

18 

4 

1 

75.0 

9 

0 

9 

0 

0  1 

100.0 

2 

1 

0 

0 

1  1 

.0 

77 

5 

64 

4 

4 

83.1 

7.0 

4.3 

.0 

r.0.0 


6.5 


The  low  percentages  of  promotions  and  the  high  percentages  of 
eliminations,  especially  in  the  first  two  years,  is  noteworthy.  There 
seems  in  the  past  to  have  been  a  settled  policy  to  eliminate  the 
"  unfit "  in  the  ninth  and  tenth  grades.  After  the  initial  slaughter, 
apparently  either  more  mercy  has  been  shown  or  only  the  "  fit "  have 
survived,  for  the  percentages  of  promotions  steadily  increase  and  the 
percentages  of  eliminations  steadity  deci'ense  as  we  ascend  the  grades. 
The  large  percentages  of  failures  and  eliminations  seem  not  only  to 
have  been  tolerated  but  also  justified  by  the  department  of  public 
instruction  in  the  past.  The  idea  that  the  school  should  in  any  way 
modify  itself  to  fit  the  needs  and  the  capacities  of  the  pupils  seems 
not  to  have  taken  hold  on  either  the  teachers  or  supervisors  to  any 
considerable  extent.  Happily  a  change  in  attitude  with  reference  to 
failures  and  eliminations  has  recently  taken  place. 

Records  for  1918-19  show  that  in  the  McKinley  High  School  46 
out  of  515,  or  9  per  cent,  failed  of  promotion  and  dropped  out.  In 
the  Hilo  High  School  12  out  of  160,  or  7|  per  cent,  failed.  Of  these, 
5,  or  3  per  cent  of  the  total,  dropped  out  at  the  end  of  the  year.  In 
the  Kauai  High  School  2  out  of  35,  or  6  per  cent,  failed,  and  5  of  the 
35,  or  IJ  per  cent,  dropped  out  at  the  end  of  the  year.  Data  from  the 
Maui  High  School  were  not  obtained. 

The  contrast  betAveen  these  figures  and  those  for  1917  is  striking. 
They  indicate  a  change  of  policy  in  the  right  direction.  The  result, 
however,  is  not  due  to  any  radical  change  in  the  curriculum.  When 
supervisors  call  attention  to  the  fact  that  there  are  too  many  failures. 


I 


THE    PUBLIC    HIGH   SCHOOLS.  221 

teachers  usually  respond  by  marking  the  pupils  higher.  Kelatively 
few  of  them  react  by  suggesting  curriculum  changes  or  modifying 
their  methods  of  teaching.  Probably  there  has  been  more  assiduous 
drilling  and  coaching,  and  a  less  drastic  administration  of  examina- 
tions. Eliminations  are  caused  mostly  by  failures,  and  failures  may 
be  caused  eithe;r  by  lack  of  native  ability  or  of  sufficient  maturity, 
or  of  adequate  and  thorough  training  in  the  grades  below  the  one 
in  which  the  failure  occurs.  ISlore  often,  however,  failure  occurs 
because  one  or  more  of  the  studies  makes  no  vital  appeal  to  the  pupil, 
who,  therefore,  does  not  become  interested  sufficiently  to  apply  him- 
self to  the  work.  Sometimes  the  failure  of  the  study  to  make  a  vital 
appeal  is  due  to  its  remoteness  from  the  pupiFs  interests  and  needs, 
and  sometimes  it  is  due  to  the  teacher's  lack  of  knowledge,  of  skill, 
and  of  sympathetic  insight  into  liis  tendencies  and  points  of  view. 

In  the  case  of  the  Hawaiian  public  high  schools  the  language  diffi- 
culties already  mentioned  undoubtedly  add  another  potent  factor  to 
the  school  mortality  problem.  When  there  are  in  the  class  a  large 
number  of  pupils  whose  language  difficulties  cause  them  to  think  and 
speak  haltingly,  many  of  these  will  become  discouraged,  and  will 
ultimately  fail.  The  damage,  however,  does  not  end  there,  for  other 
children,  who  have  no  language  difficulties  of  a  serious  nature,  are 
held  back,  neglected,  or  become  insufferably  bored.  These,  therefore, 
contract  habits  of  idleness  because  of  the  slow  movement  of  thought 
and  action  during  the  lessons. 

Such  being  the  situation,  the  correct  solution  of  the  failure  and 
elimination  problem  must  be  found  through  several  lines  of  endeavor. 

1.  In  the  elementary  schools  there  must  be  more  thorough  and  more- 
intelligent  teaching,  a  more  varied  and  more  vitalized  curriculum, 
more  care  and  discrimination  in  making  promotions,  and  some  sys- 
tematic provision  for  educational  and  vocational  guidance,  beginning 
with  the  sixth  or  seventh  grade  and  extending  through  the  high 
school. 

2.  The  high  school  program  of  studies  must  be  thoroughly  recon- 
structed to  provide  curricula  of  different  sorts,  adapted  to  different 
groups  of  pupils.  The  pupils  of  anj  large  high  school  fall  naturally 
into  several  groups.  Those  of  a  given  group  have  interests,  capaci- 
ties, and  needs  that  are  generally  similar  vrithin  the  group  but  some- 
what different  from  the  interests,  capacities,  and  needs  of  those  be- 
longing to  other  groups.  It  is  not  very  difficult  to  segregate  pupils 
into  such  groups  and  provide  a  curriculum  for  each.  Such  curricula 
should  have  a  certain  amount  of  flexibility  and  should  be  so  organized 
that  a  pupil  may  change  from  one  to  the  other  if,  after  a  trial  in 
one,  it  becomes  evident  that  he  has  not  chosen  wisely.  In  the  next 
section  the  curriculum  problem  will  be  considered. 


222  A   SURVEY    OF   EDUCATION    IN    HAWAII. 

3.  THE  CURRICULUMS. 

In  modern  educational  terms  the  entire  list  of  subjects  or  studies 
offered  by  a  school  is  called  the  irrogram  of  studies.  A  single  sub- 
ject to  be  pursued  for  a  definitely  prescribed  time  and  in  a  definite 
manner  is  called  a  course  of  study.  Two  or  more  courses  of  study  in 
the  same  subject  or  in  closelj^  related  subjects  arranged  so  as  to  be 
pursued  in  consecutive  years  constitute  a  sequence  of  courses.  A 
definite  group  of  sequences  and  single  courses  arranged  so  as  to  afford 
a  special  type  of  training  suited  to  the  needs  of  a  group  of  pupils  who 
have  somewhat  similar  aims  and  abilities  is  called  a  curriculum. 

According  to  the  best  present  opinion  a  large  public  high  school 
should  offer  a  comprehensive  program  of  studies  grouped  in  diff'erent 
curriculums,  one  for  each  typical  group  of  pupils,  so  far  as  such 
typical  groups  exist  in  the  communitj^  and  so  far  as  it  is  feasible  to 
carry  on  efficiently  the  various  courses  involved.  Thus  pupils  are 
required  to  pursue  definite  courses  of  training  rather  than  tdmlessly 
or  capriciously  to  choose  studies. 

In  the  building  of  curriculums  it  is  deemed  wise  to  require  of  all 
candidates  for  graduation  certain  courses  that  are  fundamental  to 
the  needs  of  all.  These  are  placed  in  all  the  curriculums  and  are 
called  constants.  Also,  in  order  that  all  pupils  may  be  required  to 
gain  a  certain  minimum  of  breadth  in  knowledge  and  experience,  and 
at  the  same  time  be  held  to  continuous  and  sustained  purpose  and 
effort,  it  is  held  by  the  best  authorities  that  each  curriculum  should 
require  for  graduation  the  completion  of  at  least  two  major  sequences 
of  three  or  four  years  each  and  two  minor  sequences  of  two  years  each. 
A  course  requiring  five  40-minute  recitation  periods  per  week  for  one 
school  year  of  not  fewer  than  36  weeks,  or  the  equivalent  of  120  hours 
(7,200  minutes)  is  called  a  unit  course.  This  is  the  minimum  value. 
In  the  best  schools  the  unit  represents  more  time,  as  it  is  considered 
that  a  recitation  period  of  45  minutes  and  a  school  year  of  38  to  40 
weeks  is  desirable.  For  shop  and  laboratory  work,  double  periods 
are  necessary  for  the  best  results,  and  a  double  period  of  such  work, 
not  requiring  preparation  by  the  pupil  outside  the  shop  or  laboratory 
is  rated  as  equivalent  to  a  single  period  of  recitation  requiring  outside 
preparation. 

CURRICULUMS  OF  THE  MCKINLEY  HIGH  SCHOOL. 

The  table  which  follows  shows  the  curricuhuns  of  the  McKinley 
High  School.  These  are  the  same  as  those  prescribed  by  the  depart- 
ment of  public  instruction  for  all  the  high  schools,  except  that  some 
studies  have  been  added  as  electives.  These  are  health  and  sanita- 
tion, economics,  and  sociology. 


THE    PUBLIC    HIGH   SCHOOLS.  223 

CiirricHlunis — McKinlcij  Pi'hlic  HigJt   School.  Haa-dii. 


Grade. 

College  entrance. 

General. 

Business. 

Ninth   (4 

English. 

English. 

English. 

units). 

Algebra. 

A  Igebra . 

Commercial    arithmetic    and 

Foreign  language.                   * 

Foreign  language. 

rapid  calculation. 

History. 

History. 

Spelling  and  penmanship. 
History. 

General  science. 

General  science. 

General  science. 

Foreign  language. 

Tenth    1 1 

£■7?^/^.^.^. 

English. 

English. 

units). 

Plane  geomcirij. 

Plane  geometry. 

Boolkeepiiig. 

Foreign  language. 

Foreign  langu^ige. 

Typetiriting. 

History. 

History. 

Foreign  language. 

Biology. 

Biology. 

Biology. 
Algehra. 

Eleventh     (i 

English. 

English. 

English. 

units). 

Advanced  alge])ra. 

Advanced  algebra. 

Shorthand. 

Foreign  language. 

Foreign  language. 

TypeirriHng. 

English  history. 

English  history. 

Bookkeeping. 

Health  and  sanitation. 

Health  and  sanitation. 

Health  and  sanitation. 

Sociology. 

Sociology. 

Sociology. 

Chemistry. 

Chemistry. 

Chemistry. 
Plane  geometry. 

Twelfth   (i 

English 

English. 

English. 

units). 

United  States   History   and 

United  States  History   and 

United    States    Hi^'ory    and 

Government. 

Government. 

Government. 

Foreign  language.  ' 

Foreign  language. 

Shorthand. 

Physics. 

Physics. 

Typeicriting. 

Health  and  sanitation. 

Solid  geometry  and  trigo- 

Solid  geometry    and    trigo- 

Economics. 

nometry. 

nometry. 

Solid  geometry  and  trigo- 

Economics. 

Economics. 

nometry. 

Sociology. 

Health  and  sanitation. 

Physics. 

Two  periods  per  week  of  athletics  or  physical  training  are  required 
of  all  pupils.  Courses  printed  in  italics  are  recjuired.  The  others  are 
elective ;  but  a  total  of  four  full  courses  must  be  taken  each  year,  16 
units  being  required  for  graduation. 

On  inspection  of  this  table  it  becomes  obvious  that  the  first  two 
curriculums  are  identical  excepting  for  one  point — that  a  student  in 
the  first  curriculum  may  elect  sociology  in  the  eleventh  grade  or  in 
the  twelfth,  while  one  in  the  second  curriculum  may  elect  it  only  in 
the  eleventh.  The  only  difference  in  the  requirements  is  that  in  the 
ninth  and  tenth  grades  all  pupils  in  the  college  entrance  curriculum 
must  take  foreign  language,  algebra  and  geometry,  and  either  his- 
tory or  science,  while  any  pupil  in  the  general  curriculum  may  omit 
either  the  language  or  the  mathematics  if  he  so  desires,  in  which  case 
he  must  take  both  history  and  science. 

It  thus  becomes  clear  that  in  reality  there  are  but  two  curriculums, 
the  '' general"  and  the  ^'business."  Furthermore,  the  business  cur- 
riculum is  different  from  the  general  only  in  that  it  requires  tAvo 
units  of  commercial  work  each  year  in  addition  to  English  and  leaves 
only  one  study  instead  of  four  to  be  chosen  each  year  from  the  same 
list  of  electives  as  that  offered  in  the  general  curriculum. 

Thus  it  may  be  seen  that  if  a  pupil  elects  the  general  course  he 
must  take  four  units  of  English  and  one  of  United  States  history 


224  A  SUEVEY   OF   EDUCATION   IN   HAWAII. 

and  civil  government,  and  from  the  remainder  of  tlie  program  of 
studies  he  may  pick  and  choose  according  to  his  whims.  If,  how- 
ever, he  chooses  the  college  preparatory  curriculum  he  elects  to  be 
held,  besides  the  English  and  senior  history,  to  two  years  of  a  foreign 
language  and  two  years  of  mathematics,  and  must  exclude  either  his- 
tory or  science.  If  he  chooses  the  business  course  his  education  is 
made  up  of  12  required  units,  consisting  of  English,  arithmetic,  spell- 
ing and  i^enmanship,  bookkeeping,  shorthand  and  typewriting,  and 
only  4  units  of  such  subjects  as  science,  history,  and  economics,  which 
tend  to  develop  thinking  power,  wisdom,  and  judgment,  and  also 
furnish  information  of  general  value. 

Judged  from  the  standpoint  of  up-to-date  school  administration, 
these  curriculums  are  both  narrow  and  chaotic,  and  they  fail  to  meet 
any  of  the  standards  enumerated  in  the  opening  paragraphs  of  this 
section.  There  are  no  consistent  major  sequences  excepting  that  in 
English,  which  is  prescribed  for  all,  and  there  are  only  two  minor 
sequences,  namely,  ninth  and  tenth  grade  foreign  language  and  ninth 
and  tenth  grade  mathematics.  None  of  the- three  curriculums  re- 
quires two  major  sequences  and  only  one  of  them  requires  two  minor 
sequences.  The  English  constant  should  be  two  units  instead  of  four 
(though  three  and  four  should  be  included  as  two  of  the  major  se- 
quences offered),  and  there  should  be  constants  of  two  units  in  social 
studies  (history,  econoinics,  civics,  etc.),  and  one  of  mathematics. 

Also,  m  this  Territory,  where  the  general  need  of  scientific  intel- 
ligence and  the  scientific  attitude  of  mind  is  so  pressing,  at  least 
two  units  of  science  should  be  included  among  the  constants.  The 
requirement  made  at  McKinley  of  two  periods  per  week  of  physical 
training  each  year  as  a  constant  is  in  the  riglit  direction,  but  it  would 
be  better  to  make  it  five  periods.  The  offerings  in  foreign  lang'uage 
consist  of  four  years  of  Latin  or  of  French  or  of  Spanish.  There  is 
at  McKinley  no  provision  for  manual  arts  and  there  is  very  inade- 
quate provision  for  household  arts.  There  are  no  significant  modern 
sequences  of  courses  in  music  and  art.  In  the  judgment  of  the  mem- 
bers of  the  survey  commission  the  high-school  curriculums  are  in 
urgent  need  of  a  thoroughgoing  ovei^hauling. 

NEW    CURRICULUMS    RECOMMENDED. 

The  survey  commission  recommends  that  five  different  curriculums 
be  adopted  and  put  into  service  in  each  of  the  high  schools.  The 
changes  should  be  made  as  rapidly  as  Territorial  and  local  condi- 
tions become  such  that  these  curriculums  may  be  carried  out  with 
reasonable  efficiency  and  economy. 

The  five  curriculums  that  are  recommended  are  shown  in  tabular 
outlines  below.  Their  names  and  the  groups  of  students  for  whom 
they  are  designed  are  as  follows : 


THE    PUBLIC    HIGH   SCHOOLS. 


225 


1.  The  arts  preparatory  curriculum. — For  all  students  who  intend 
entering  generarl  college  courses  leading  to  a  bachelor's  degree  in  arts 
or  philosoph}'. 

2.  The  science  -preparatory  curriculurn. — For  all  students  who  in- 
tend entering  scientific  courses  in  colleges  or  technical  schools,  or 
colleges  of  engineering,  agriculture,  medicine,  veterinary  medicine, 
or  dentistr3%  and  whose  strongest  intellectual  interests  are  in  science 
and  mathematics. 

3.  The  comrtiercial  curHculum. — For  those  who  intend,  after  leav- 
ing high  school,  to  enter  immediately  into  business  occupations.  The 
first  two  years  of  this  curriculum  furnish  a  fair  course  of  training 
for  those  who  can  not  continue  through  four  years. 

4.  The  industrial  curriculum. — For  those  who  do  not  desire  or  can 
not  plan  to  pursue  higher  technical  or  engineering  courses,  but  whose 
tastes  and  abilities  are  such  as  to  incline  them  toward  production  in 
mechanical  and  industrial  lines  of  work.  This  is  not  a  course  for 
training  these  to  start  as  skilled  mechanics  in  any  particular  line.  It 
is  not  a  trade  course,  but  is  intended  to  give  a  background  and  intel- 
lectual insight  into  the  sciences,  materials,  tools,  and  processes  which 
underlie  production  in  all  mechanical  industries.  Bo^^s  trained  in 
this  course  should  be  able  to  enter  shops  as  apprentice  draftsmen  and 
machinists  and  work  up  rapidly  to  positions  as  skilled  and  intelli- 
gent workmen,  foremen,  contractors,  or  proprietors  of  small  repair 
shops ;  or  if  they  have  first-rate  ability,  to  attain  ultimately  to  posi- 
tions of  responsibility  in  the  management  of  larger  industrial  plants. 

5.  The  home-economics  curriculum. — For  those  girls  who  do  not 
intend  to  enter  college  nor  to  go  into  business  occupations,  but  whose 
main  interests  are  in  the  activities  that  center  in  the  home  and  com- 
munity life.  This  curriculum  will  afford  a  good  all-round  training 
for  the  woman  citizen,  as  well  as  specific  training  in  the  science  and 
art  of  home  making. 

The  details  of  these  curricula  are  set  forth  in  the  tables  which 
follow : 

The  arts  preparatory  curriculum. 


Courses. 

Ninth  grade. 

Tenth  grade. 

Eleventh  grade. 

Twelfth  grade. 

Foreign  language 

I.   • 

II. 

III. 

IV. 

English             

I. 

IL 

Ill 
or 
III 
or 
Physics. 

IV. 

I. 

II. 

Ill 

Natural  science 

Civic    biolog\- 
or 

Community  ci\-ics. 

General  geography 
or 

Ancient  and  me- 
dieval history. 

Chemistry  or 
physics  (ill). 

Social  studies 

Modem  history 

American    history 

and      ci^-ics     or 
Problems  of  de- 
mocracy. 

Physical  training 

I. 

II. 

III. 

IV. 

Music  or  art  or  both  may  be  elected  for  3  periods  per  week. 


226  A   SURVEY   OF   EDUCATION    lis    HAWAII. 

The  science  ijreparatoru  curriculum. 


Courses. 

Ninth  grade. 

Tenth  grade. 

Eleventh  grade. 

Twelfth  grade. 

Foreign  language 

I. 

11. 

III. 

IV. 

Mathematics 

I. 

II. 

III.                i 

i 

English 

I. 

11. 

'i                IV. 

Social  studies 

Community  civics 
or 

Ci-^  ic  l)iology. 

Modem  history .  . . 

American    history 
and      ci\ics      or 
Problems  of  de- 
mocracy. 

Natural  science 

General  geography. 

Physics 

- 

Chemistry. 

Physical  training 

I. 

II. 

III. 

IV. 

Musicor  art  or  mechanical  drav.'ing  and  shop  workmay  ])e  elected  up  to  3  additional  periods  per  week. 
The  cohunerciaJ  citrriculuin. 


Courses. 

Ninth  grade. 

Tenth  grade. 

1 
Eleventh  grade,    j     Twelfth  grade. 

Drawing     and     shop- 
work— 

I,  II,  or  III, 
or 

I 
or 

Foreign  language 
I,     or     English 
composition  and 
literature  III, 
or 

Physics. 

II,  III,  or  IV, 
or 

_ 

II 

or 

Language 

English  composi- 
tion,     spelling, 
p  unctuation, 
literature  I. 

English  composi- 
tion,    rhetoric, 
literature. 

Foreign     language 
11,     or     EngUsh 
composition  and 
literature  IV, 
or 

Natural  science j... 

Civic  biology 

or 
Community  civics. 

General  geography. 

Chemistry,  agri- 
culture, or  bot- 
any and  sugar 
and  pineapi;)le 
technology. 

Social  studies 

Modern  history. 

American  history 
and  civics,  or 
Problems  of  de- 
mocracy. 

Mathematical  studies. . 

Commercial  arith- 
metic and  book- 
keeping. 

Bookkeeping  and 
office  practice. 

Costs     and     con- 
tracts, salesman- 
ship, and  adver- 
tising. 

Auditing,  banking 
and  finance,  in- 
surance and  in- 
vestments. 

Commercial  studies 

Stenography  and 
typewriting. 

Stenography   and 
typewriting. 

Office  and  factory 
management, 
personnel  work, 
elementary  busi- 
ness law. 

Elements  of  eco- 
nomics IV. 

Physical  training 

I. 

II. 

III. 

IV. 

Penmanship,  music  or  art,  or  mechanical  drawing  and  shopwork  may  be  elected  in  the  first  andfiecond 
years  up  to  three  periods  per  week;  also  in  the  third  and  foiu-th  years  if  fall  courses  in  either  of  these 
subjects  are  not  chosen  as  indicated  above. 


THE   PUBLIC   HIGH   SCHOOLS. 
The  industrial  curriculum. 

227 

Courses. 

Ninth  grade. 

Tenth  grade. 

Eleventh  grade. 

Twelfth  grade. 

Drawing  and  art 

Freehand     draw- 
ing,   color    and 
design  I, 
or 

Freehand  drawing, 
co'-or  and  design 
II,  or  perspective 
and      projection 

Lan^ua.26                    ... 

English  composi- 
tion,    spelling, 
punctuation, 
literature. 

English  composi- 
tion,    rhetoric, 
literature. 

or 
Foreign  language     Foreign    language 

I,     or    English         II,     or     i-mglish 
compositionand        composition  and 
literature  III,            literature  JN, 
or                                or 

Mathematics 

Algehra  V  or  al- 
gehra  II,  geome- 
try  II,    graphs 
and  geometrical 
construction  I. 

Plane   and    solid 
geometry  V,  or 
algebra  II, geom- 
etry  II,  graphs 
and  geometrical 
construction  I. 

Advanced     alge-      Economics  I\'. 
bra,  trigonome- 
try, and  eiemen- 
tarv  coordinate 
g  e  0  m  e  t  r  y  0  r 
shop  mathemat-  i 
ics. 

Cor-munity  civics. 
or 

Civic  hiology. 

Modem  history.        American    history 

1      and  civics  IV, 
or 
Problems     of    de- 
mocracy. 

1 

Natural  science 

General  geography. 

Physics.                      Chemistry. 

Industrial  practice 

Mechanical  draw- 
ing and   wood- 
work. 

Drawing  and  cab- 
inet      making, 
wood      turning 
andpattern 
making     or 
benchmetal 
work,   or  sheet 
metal  work. 

Forge  work,  foun- 
dry practice,  or 
drawing  and 
machine  shop. 

Machine     drawing 
andmachi  ne 
shop. 

Physical  training 

I. 

II. 

III.                               R-. 

Art  or  music  may  he  taken  each  year  as  an  additional  part-unit,  elective  up  to  3  periods  per  week,  except 
art  in  the  third  and  fourth  year,  when  full  art  courses  are  chosen  as  electives. 

The  home  economics  curriculum. 

Courses. 

Ninth  grade. 

Tenth  grade. 

Eleventh  grade. 

Twelfth  grade. 

Art       .            

Drawing,    colo  r 
and  design  I. 

Drawing,    color 
and  design  II. 

Drawing,   color 
and  costume  de- 
sign III, 
or 

Composition,  liter- 
ature, history  of 
literature  III, 
or 

Sociology  III.   or 
modem  history. 

Drawing,    color 

and  interior  dec- 
oration IV, 
or 

English 

Composition,  spell 
ing,      punctua- 
tion, literature  I. 

1 

Composition,  rhet- 
oric,    literature 
11. 

Composition,  liter- 

ature, history  of 
literature  IV, 
or 

Socif  I  studies 

Community  civics 
or 

Economics        IV, 

American       his- 
torv   and   civics 
■  or  'Problems    of 
democracy. 

j  Civic  biology. 

General  geography 

Household  physics 
and  chemistry. 

Dietetics,  care  and 

feeding    of   chil- 
dren,    first    aid 
and  nursing. 

228 


A   SURVEY   OF   EDUCATION    IX    HAWAII. 

The  home  economics  curriculum.- — Continued. 


Courses. 

Ninth  grade. 

Tenth  grade. 

Eleventh  grade. 

Tv/elfth  grade. 

Home  economics 

Foods  and  cook- 
ins;   (3)    I,   tex- 
tiles and  sewing 

(2)1. 

Foods  and  cook- 
in?  (2)  II.  tex- 
tiles and  sewing 
(3)  II. 

Dressmaking  and 
millinery  III. 

Household     man- 
agement, house- 
wifery,  budgets, 
and       accounts, 
laimdry  IV. 

Physical  training 

I. 

11. 

III. 

IV. 

Music  may  be  taken  each  year  as  an  elective  fractional  imit  up  to  three  periods  per  week.  Two,  three,  or 
four  units  of  Latin  or  a  modern  language,  or  one,  two,  three,  or  four  full  units  of  music,  or  one.  two,  or  three 
units  of  mathematics  may  be  elected  instead  of  art.  if  Avith  the  formal  approval  of  the  principal. 


CURRICULUM    CHARTS    EXPLAINED. 

These  curriculum  charts  are  for  the  most  part  self-explanatorj^  to 
those  who  are  familiar  with  current  curriciilimi  discussions.  Read- 
ers of  this  report  who  desire  to  inquire  in  detail  into  the  character 
and  content  of  the  sequences  of  courses,  and  the  justification  for  them, 
will  find  a  rather  extended  explanation  of  their  nature  and  educa- 
tional values  in  part  2,  Chapter  II  of  tho  report  of  a  survey  of  The 
Public  School  System  of  MeiivpMs^  Tennessee^  Bulletin,  1919,  No.  50, 
U.  S.  Bureau  of  Education,  Washington,  D.  C.  The  space  -and  time 
limitations  of  this  report  do  not  admit  of  extended  discussion  of 
them  here,  but  a  few  explanatory  comments  are  necessarj^  All  five 
of  these  curriculums  conform  to  the  principles  of  constants  and 
major  and  minor  sequences  that  have  been  mentioned  in  the  earlier 
parts  of  this  section. 

In  "foreign  language"  the  school  should  offer  a  choice  among 
four-year  sequences  of  Latin,  French,  or  Spanish,  and  also,  if  suffi- 
cient numbers  of  pupils  wish  to  take  them,  of  Chinese  and  Japanese. 
Knowledge  of  these  latter  languages  by  a  considerable  number  of 
Am.erican  citizens  in  Hawaii  seems  to  the  survey  commission  to  be 
full}^  as  important  to  the  islands  and  to  many  individuals  as  a 
knovvdedge  of  French  or  Spanish  could  possibly  be,  and  the  colleges 
should  recognize  this  and  accept  them  for  entrance  units  on  equal 
terms  with  the  classical  and  romance  languages.  The  educational 
leaders  in  the  islands  should  unite  in  demanding  this  of  the  col- 
leges, and  they  should  direct  the  students  away  from  those  colleges 
that  refuse  to  accredit  these  languages  and  toward  those  that  are 
Avilling  to  do  so.  The  University  of  Hawaii  should  take  the  lead  in 
this  movement. 

Community  civics  and  civic  biology  are  courses  which  are  of  quite 
recent  development,  but  which  have  come  to  be  recognized  as  of  very 
great  value.  Their  general  content  is  somewhat  similar,  but  they 
differ  in  their  attitude  and  mode  of  approach.     Both  treat  of  per- 


! 


THE   PUBLIC   HIGH   SCHOOLS.  229 

sonal,  home,  and  community  health  and  Aveifare.  Both  involve  first- 
hand study  by  observation  of  community  organization  and  activities 
and  of  public  projects  and  cooperative  control  for  the  common  good ; 
but  community  civics  approaches  these  problems  more  from  the  socio- 
logical, political,  and  historical  standpoints,  while  civic  biology  ap- 
proaches them  from  the  standpoints  of  the  biological  and  physical 
sciences.  Both  are  intended  to  train  pupils  bj^  observation  and  prac- 
tice in  cooperation  for  the  common  good,  but  the  former  appeals  more 
to  children  who  are  historicalh^  and  politically  minded,  while  the 
latter  appeals  more  to  those  who  are  scientifically  inclined. 

General  geography  is  also  a  recent  development.  It  means  mainly 
politico-economic  geography  based  on  a  brief  preliminary  study  of 
physical  and  regional  geography,  considered  rather  more  from  the 
social,  commercial,  and  industrial  viewpoint  than  from  the  geo- 
logical and  physical  viewpoint.  It 'is  intended  to  replace  the  half 
year  of  physiography  and  the  half  year  of  commercial  geography 
which  have  conmaonly .  prevailed  in  high  schools  and  have  been  so 
unsuccessful  in  arousing  and  holding  interest  that  the}^  have  been 
replaced  b}^  "  general  science."  Our  recommendation  is  that  "  gen- 
eral science  "  be  pushed  down  to  the  seventh  and  eighth  grades  and 
that  "  general  geography  "  be  required  of  all  students  in  the  second 
year  excepting  those  in  the  arts  preparatory,  in  which  this  subject 
is  made  optional  with  ancient  and  medieval  history. 

SOLVING  THE  ENGLISH  PEOBLEM. 

The  type  of  English  secjuence  that  is  generally  in  vogue  in  the 
States  is  not  suited  to  the  needs  of  large  numbers  of  the  pupils  in 
Hawaiian  schools,  those  who  come  from  non-English-speaking  fam- 
ilies. For  these  the  English  work  from  the  bottom  to  the  top  should 
be  changed,  and  they  should  be  taught  in  different  classes.  This  is 
the  onh^  way  that  they  and  the  others  also  can  get  equality  of  oppor- 
tunity. Their  English  work  from  the  first  grade  to  the  twelfth 
should  consist  of  much  intensive  drill  work  in  both  oral  and  written 
English.  There  should  be  much  repetition  and  concert  drill  on  pro- 
nunciation and  word  forms,  such  as  plurals,  use  of  prepositions,  verb 
tenses,  relative  pronouns,  participles,  conjunctive  adverbs,  etc.  This 
drill  should  not  be  on  grammatical  defixuitions,  conjugations,  parsing, 
and  analysis  as  such,  but  on  the  use  of  the  proper  combinations  in  the 
sentences  which  the  pupils  use  in  recitation  and  in  oral  and  written 
composition.  The  literature  studied  should  be  of  a  simpler  and  more 
modern  character,  such  as  is  found  by  trial  to  present  the  strongest 
possible  appeal  to  the  interest  and  understanding  of  these  pupils. 
The  main  requirement  is  that  the  literature  treat  of  subjects  appeal- 
ing to  minds  of  greater  and  greater  maturity  as  it  goes  up  through 


230  A   SURVEY    OF   EDUCATION    IN    HAWAII. 

the  grades,  but  always  in  simple  and  concrete  language.  The  class 
study  of  literature  should  be  intensive,  and  always  mainly  directed 
toward  a  thorough  understanding  of  the  meaning.  The  test  of  un- 
derstanding by  the  pupils  sliould  be  their  abilii}^  to  tell  in  .their  own 
words  the  meaning,  implications,  and  applications  of  the  passage; 
not  so  much  tg  recite  these  to  the  teacher,  but  to  discuss  them  with 
one  another  with  spirit  and  wdtii  thought. 

In  the  higher  grades  of  the  high  school  there  should  be  more  study 
and  drill  on  the  use  of  figures  of  speech,  aimed  alwaj^s  toward  help- 
ing to  the  understanding  and  use  of  the  more  abstract  language  in 
which  moral,  civic,  religious,  poetical,  and  political  ideas  are  ex- 
j)ressed.  It  must  never  be  forgotten  that  to  young  people  who  have 
not  learned  it  in  the  home,  as  we  ourselves  have  learned  it,  English 
is  a  foreign  language  and  we  can  not  teach  it  to  them  successfully  if 
we  teach  it  only  out  of  readers  in  the  same  way  that  we  teach  our 
own  children  in  school.  The  latter  learn  to  speak  it  before  they  learn 
to  read  it.  That  is  the  "  natural  method,^'  and  English  must  be 
taught  to  non-English-speaking  school  children  by  the  natural 
method,  as  French  and  Spanish,  and  even  Latin,  ought  to  be  taught 
to  high-school  children.  This  discussion  should  furnish  food  for 
thought  for  those  modern-language  teachers  v^ho  are  using  the  gram- 
mar and  reader  method  of  teaching  those  languages  almost  to  the 
exclusion  of  the  "  natural "  or  conversational  method. 

The  desirability  of  establishing  four-year  high-school  sequences  in 
manual  arts  and  household  arts  has  come  to  be  very  generally  rec- 
ognized, even  in  quarters  where  such  sequences  are  not  now  in  opera- 
tion. 

On  the  other  hand,  the  great  educational  value  of  the  four-year 
sequences  of  music,  art,  and  physical  training  has  not  yet  com^e  to  be  i 
so  widely  recognized,  and  these  are  found  occupying  really  important 
places  in  the  curriculums  in  only  a  few  of  the  most  progressive  city 
and  rural  districts. 

Art  and  m.usic  courses  are  very  important  from  the  standpoint  ox 
giving  training  in  appreciation  and  in  developing  the  sesthetic  side 
of  character.  They  also  tend  to  develop  habits,  tastes,  and  abilities 
of  great  value  to  individuals  and  groups  for  the  profitable  and 
uplifting  enjoyment  of  leisure  hours.  Now  that  laborers  and  others 
have  more  leisure,  it  is  very  important  that  the  rising  generation  be 
trained  in  the  habits  of  employing  this  time  constructively  and  not 
destructively. 

The  statistical  information  as  to  the  physical  condition  of  drafted 
men  which  was  brought  to  light  during  the  war  has  awakened  the 
■whole  country  to  the  need  of  universal  physical  training.  The  facts 
thus  revealed  furnish  all  the  argument  that  is  needed  to  establish  the 
four-year  sequence  of  physical  training  as  a  constant  in  all  high- 


I 


THE    PUBLIC    HIGH    SCHOOLS.  231 

school  curriculums.  Authorities  on  school  hygiene  maintain  that 
such  a  requirement  does  not  interfere  with  carrying  a  reasonable 
burden  of  intellectual  work.  On  the  contrary,  they  adduce  much 
eyidence  tending  to  proye  that  the  students  can  carry  a  normal 
amount  of  intellectual  work,  and  do  it  better,  in  connection  with  a 
daily  period  of  physical  exercise  and  training  than  they  can  without 
it.  Physical  training  is  yital  not  only  for  building  a  good  body,  the 
foundation  of  all  personal  efficiency,  but  also  for  forming  habits  and 
abilities  for  the  useful  employment  of  leisure  hours.  For  further 
discussion  and  description  of  such  sequences  of  music,  art,  and 
physical  training,  readers  are  referred  to  the  special  bulletins  of  the 
United  States  Bureau  of  Education  on  those  subjects,  and  also  to 
the  report  of  a  suryey  of  The  PvMlc  School  System  of  Memphis. 
Tenn.  (Bulletin,  1919,  Xo.  50.  pt.  2). 

4.  THE  TEACHERS. 

In  such  qualities  as  personality  and  the  type  of  leadership  that 
secures  cheerful  obedience  and  good  cooperation  from  pupils,  the 
high-school  teachers  of  the  Territory  generally  rank  well.  They  will 
ayerage  with  those  in  the  better  high  schools  on  the  mainland.  The 
same  may  be  said  as  to  their  scholarship  and  intellectual  abilities. 

The  best  means  of  judging  of  the  latter  qualities,  other  than  by 
classroom  yisitations  and  conference,  is  that  of  their  records  of  train- 
ing and  teaching  experience.  A  good  scholastic  record,  together 
with  a  record  of  from  5  to  20  years  of  experience  in  good  schools, 
especially  in  connection  with  a  steady  rise  in  rank  and  salary,  raises 
a  yery  strong  presumption  that  the  teacher  who  has  such  a  record  is 
more  than  ordinarily  successful  and  able  in  school  work. 

TRAIXIXG  OF  PUBLIC   HIGH- SCHOOL  TEACHERS. 

The  table  which  follows  shows  the  distribution  of  the  teachers  in 
the  four  high  schools  according  to  the  amount  of  high-school  and 
college  training  that  they  haye  had.  The  classification  had  to  be 
forced  slightly  in  some  cases  in  order  not  to  make  too  many  groups ; 
but  the  table  is  accurate  enough  to  show  the  general  trend  of  the 
indiyidual  facts  from  which  it  has  been  compiled.  In  this  table 
four  years  of  training  bej'ond  elementary  school  usually  means 
graduation  from  a  standard  high  school  or  academy;  but  it  may 
mean  an  equiyalent  taken  in  a  three-year  high  school  and  a  normal 
school.  Six  years  beyond  elementary  school  usually  would  mean  the 
equiyalent  of  four  years  in  high  school  and  two  in  a  standard  normal 
school  or  college. 

The  percentage  of  those  holding  degrees  is  seen  to  be  larger  in 
McKinley  and  Hilo  than  in  Maui  and  Kauai.     The  poorer  showing 


232 


A   SURVEY    OF   EDUCATIOl^   IN    HAWAII. 


for  the  two  latter  schools,  however,  is  more  apparent  than  real,  for 
in  the  small  schools  tiie  whole  nmnber  of  teachers  is  small,  and  the 
number  of  vocational  teachers  necessary  to  carry  on  these  types  of 
work  is  larger  in  proportion  to  the  whole  number  of  teachers.  In 
general  it  is  the  vocational  teachers  who  lack  college  degrees,  though 
in  one  of  the  cases  in  Maui  it  is  a  modern  language  teacher,  with 
much  continental  training  in  languages,  and  in  one  of  the  cases  in 
Hilo  it  is  a  competent  English  teacher  with  much  special  training 
in  English  but  without  a  complete  college  course. 

Advanced  traininfi  of  public  high-school  teachers,  Hawaii,   showing  years 
expended  and  degrees  received. 


McKiii- 
ley. 


Hilo. 


Maui.i 


Kauai. 1  I    Total. 


Ten  years  or  more  and  master's  degree 

Nine  years  up  to  10  and  master's  degree... 
Nine  years  or  more  and  bachelor's  degree. 
Eight  years  up  to  9  and  bachelor's  degree. 

Six  years  up  to  8 

Four  years  up  to  6 

Less  than  4  years 


Total 

Percentage  with  8  or  more  years'  past  elementary 
training  and  holding  degrees .' 


60 


79 


1  Including  principals. 

From  this  table  it  is  seen  that,  in  training,  four-fifths  of  these 
teachers  rank  high  among  American  high-school  teachers.  The  pro- 
portion of  those  holding  master's  degrees  is  not  so  high  as  in  Cali- 
fornia, where  a  master's  degree  is  generally  required ;  but  it  is  higher 
than  in  the  South  and  in  most  of  the  States  of  the  East  and  Middle 
West.  The  teachers  who  hold  no  degree  are  almost  without  excep- 
tion commercial  or  manual  arts  or  household  arts  teachers.  For 
these  branches  the  supply  is  far  below  the  demand,  and  it  is  exceed- 
ingly difficult  to  get  teachers  properly  trained  in  these  special  sub- 
jects who  are  also  graduates  of  standard  collegiate  institutions.  The 
inference  is  that  the  island  authorities  are  holding  as  strictly  as  is 
possible  to  a  high  standard  of  training  for  their  high-school  teachers. 
They  can  probably  do  no  better  unless  the  salary  scale  can  be  placed 
so  far  above  those  in  the  States  that  they  can  attract  the  best-trained 
and  highest-paid  feachers  away  from  the  mainland. 

The  table  which  follows  shows  the  number  of  teachers  in  the  high 
schools  that  have  taught  for  less  than  two  years,  for  more  than  five 
years,  or  for  periods  from  two  to  five  years,  inclusive.  It  will  be 
seen  at  a  glance  that  relative! 5^  only  few  of  the  teachers  are  inexpe- 
rienced, and  that  a  large  majority  have  taught  for  more  than  five 
years.  The  next  table  shows  the  facts  in  slightly  greater  detail  for 
McKinley  High  School  only.     The  two  tables  show  that  the  policy 


THE    PUBLIC    HIGH    SCHOOLS. 


233 


is   to   secure    and   hold   teachers   who   have    experience    as   well    as 
thorough  training.     This  policy  is  highly  to  be  commended. 

Distribution  of  iJiiblic  hi<jli  school  teachers  by  years  of  experience  and  schools, 

Hairaii. 


Experience  of  teachers. 

McKinlev 

High  ' 

School. 

Hilo 

High 

School.i 

Maui 

High 

School.  1 

Kauai 

High 

School.  1 

Total. 

T.pss  than  2  ve?rs 

1 

2I 
72.4 

1 
6 

50.0 

1 
3 
3 
43.0 

0 
2 
3 

e;o.o 

3 

rrom.  2  to  5  vears 

18 

34 

61.8 

'  Including  principal. 
Total  experience  of  teachers   by  years,  McKinley  High  School,   Hawaii. 


Experience  of  teachers. 

Totalele- 
mentarj- 
and  high 
schools. 

In  high 
schools. 

In 
McKinley 

11 
3 
9 
4 
0 
0 

16 

^ 

1 
1 
0 

1:4 

4 

11  to  15  vears 

0 

16  to  20  years . .                                                                                       

1 

0 

0 

Total  nujoaber  of  teachers 

29 
11.6 

29 
4.7 

29 

3.1 

The  "median  teacher"'  in  McKinley  High  School  has  had  approximately  12  years'  total  experience,  5 
of  which  has  been  in  iiigh  schools  and  3  of  which  has  been  in  McKinley.  This  does  not  mean  any  one  par- 
ticular individaal.  It  means  that  for  each  of  the  three  kinds  of  experience  half  the  teachers  have  had 
the  median  amount  or  more  and  half  have  had  the  median  amount  or  less. 

Eight  of  the  21  teachers,  who  have  taught  fewer  than  five  years 
in  McKinley,  are  new  to  that  school  this  year;  and  4  of  the  16,  who 
have  taught  fewer  than  five  years  in  the  high  schools,  are  in  their 
first  3vear  of  high-school  experience.  Ten  of  the  13  teachers  in  Hilo 
are  new  to  the  school  this  year.  The  principal  attributes  the  turn- 
over to  dissatisfaction  with  living  conditions. 

These  facts  call  attention  to  one  of  the  serious  problems  in  con- 
nection w^ith  teachers  in  the  islands.  Many  of  them  are  birds  of 
passage.  They  come  and  go,  so  that  the  principals  have  to  assimilate 
a  considerable  proportion  of  new  teachers  each  year.  This  makes 
it  more  difficult  for  them  to  maintain  a  steady  school  policy.  They 
do  surprisingly  well,  under  the  circumstances,  in  maintaining  a 
corps  of  teachers  with  unified  school  aims. 

EFFICIEXCY  OF  CLASSROOM  WORK. 

Since  teaching  is  the  supreme  function  of  the  school,  the  most 
important  single  task  of  a  survey  is  to  find  out  how  well  the  teachers 
are  doing  their  work.  For  this  purpose  the  major  part  of  the  time 
of  one  member  of  the  commission  was  given  to  actual  classroom 
visitation,  in  the  high  schools  and  private  schools.     Practically  all 


234  A  SURVEY  or  education  m  hawaii.  1 1 

the  teachers  in  the  high  schools  were  visited  by  one  or  another  of  the 
commission.    The  observations  made  serve  to  confirm  the  inferences      I 
to  be  drawn  from  the  teachers'  records  of  training  and  experience  .   ' 
which  have  been  briefly  summarized  above.    The  teachers  are  strong,  . 
well  poised,  and,  almost  without  exception,  have  good  control.     In  [ 
classroom  technic  and  in  the  responses  they  get  from  their  pupils,  -: 
most  of  them  would  rank  with  the  average  of  the  teaching  force  in 
American  cities  of  50,000  population  and  over;  while  a  few  would 
rank  as  superior  teachers,  or  within  the  best  25  per  cent. 

All  of  them  are  careful  and  conscientious  in  their  work  so  far  as 
observation  could  determine.  All  seem  to  have  the  confidence  and 
good  will  of  their  pupils,  who  respond  with  reasonable  though  not 
remarkable  effort  in  class  work,  and  with  excellent  deportment. 

The  members  of  the  commission  did  not  observe  a  single  case  of 
conduct  which  merited  condemnation.  Xo  more  dignified  and  well- 
mannered  pupils  can  be  found  anywhere  than  those  of  the  Hawaiian 
high  schools. 

The  general  and  professional  scholarship  of  the  teachers  is  dis- 
tinctly above  the  average.  Many  of  them  have  taken  much  more 
training  than  shows  on  the  face  of  the  preceding  tables :  for,  while 
not  a  great  proportion  have  master's  degrees,  the  majority  have  taken 
graduate  work  in  summer  terms  amounting  to  one,  two,  or  three  years 
beyond  that  required  for  a  bachelor's  degree.  Nearly  all  have  had 
the  equivalent  of  11  semester  hours  of  college  work  in  psychology  and 
education.  Xearly  all  of  them  use  very  good  English,  which  is  an 
indispensable  qualification  anywhere,  though  it  is  not  by  any  means 
always  present.  It  is  a  quality  that  counts  tremendously  here,  on 
account  of  the  language  difficulties  of  the  pupils. 

IMPORTANT  POINTS  IN  TEACHING  jIETHOD. 

Some  general  comments  and  criticisms  of  a  ver}^  definite  character 
may  be  made  on  the  methods  used. 

1.  The  recitations  are  generally  too  formal,  consisting  for  the  most 
part  of  questions  and  answers  or  topical  recitations  only,  and  ap- 
parently aimed  mainly  at  finding  out  whether  the  pupils  have  com- 
mitted to  memory  the  substance  of  what  is  to  be  found  in  the  text. 
Very  few  real  thought  questions  are  asked,  and  there  is  very  little 


'to 


of  evidence,  and  reaching  conclusions  through  informal  debate.  On 
the  part  of  the  pupils  there  is  too  much  reciting  to  the  teacher  and  not 
enough  talking  to  the  class.  The  teachers  do  not  as  a  rule  make 
enough  use  of  visual  aids,  such  as  maps,  pictures,  charts,  specimens, 
lantern  slides,  and  the  like.  There  is  too  little  consulting  of  reference 
works  with  well  organized  reports  to  the  class  on  the  questions  sub- 
mitted for  reference. 


THE   PUBLIC   HIGH   SCHOOLS.  235 

The  socialized  recitation,  in  which  the  teacher  as  it  were  directs 
the  classroom  work,  from  the  wings  and  keeps  off  the  center  of  the 
stage  and  out  of  the  spotlight,  is  very  little  used.  This  form  of 
recitation,  in  which  the  pupils  elect  a  chairman  and  a  secretary  and 
carr}^  on  a  formal  parliamentary  or  an  informal  round  table  discus- 
sion of  debatable  questions  arising  out  of  the  lessons,  is  very  success- 
ful in  arousing  interest  and  getting  independent  study  and  thinking. 
It  has  to  be  handled  with  skill  and  careful  planning  beforehand,  how- 
ever; and  the  teacher  must  use  good  judgment  as  to  when  to  keep 
out,  just  how  and  when  to  direct  the  discussion  in  order  to  keep  it 
on  the  track,  and  just  what  and  how  much  to  say  in  simiming  up  and 
clarifying  the  discussion  at  the  end.  Good  coaching  of  the  leaders 
beforehand  also  is  necessary. 

2.  ]\Iost  of  the  teachers  do  not  carefully  distinguish  between  the 
kind  of  subject  matter,  on  the  one  hand,  that  calls  for  the  fixing  of 
memory  connections  or  the  formation  of  habits  and  the  acquisition 
of  skill,  and  the  kind  on  the  other  hand  that  involves  problems  and 
calls  for  real  thinking.  The  former  kinds  of  subject  matter,  such  as 
learning  quotations,  learning  definitions,  rules,  language  inflections 
and  phrases,  mathematical  processes,  writing,  typing,  etc.,  call  for 
many  repetitions  with  interest  and  concentrated  attention.  In  these, 
therefore,  pupils  should  work  in  concert  drills,  all  doing  or  saying  the 
same  thing  simultaneously,  and  they  should  be  speeded  up  as  fast 
as  they  can  go  without  making  too  many  mistakes.  When  pupils  are 
called  on  to  recite  singly  and  serially  on  such  material,  only  the  one 
reciting  is  interested,  and  the  rest  are  mentally  passive.  Hence,  if 
there  are  20  in  the  class,  each  pupil  does  one-twentieth  of  the  work  he 
would  do  if  all  worked  in  concert.  It  is  easy  for  a  skilled  teacher  to 
pick  out  the  laggards  in  concert  work,  and  make  only  these  recite 
singly.  He  can  easily  encourage  and  inspire  these  slow  ones  to  extra 
effort  in  keeping  with  the  rest  and  avoiding  mistakes.  If  there  are 
many  slow  ones,  the  speed  should  be  reduced  slightly  at  first  and  then 
gradually  increased.  Teachers  who  have  not  been  accustomed  to  use 
this  type  of  concert  work  and  speeding  up  in  the  memory  work  of 
foreign  languages,  of  English  grammar  and  literature,  and  of  mathe- 
matics, are  not  aware  of  the  intense  interest  and  rapid  progress  that 
result  from  well  organized  and  skillfully  directed  drills  of  this  nature. 

With  material  requiring  thought,  the  procedure  must  be  different. 
Only  one  pupil  must  be  called  on  at  one  time ;  and  that  one  must  be 
given  opportunity  for  a  short  period  of  reflection.  The  teacher  must 
not  allow  other  pupils  to  interrupt  or  interfere  or  suggest,  until  the 
one  called  on  has  had  this  chance  for  reflection  and  for  framing  his 
reply.  After  a  brief  time  has  been  giA'en.  howcA^er  (good  judgment 
being  used  not  to  make  it  too  long  or  too  short) .  if  the  pupil  called  on 
10146°— 20 16 


236  A  SURVEY   OF  EDUCATION   IN   HAWAII. 

does  not  oifer  something  logical  leading  toward  the  solution  of  the 
problem,  others  should  be  called  on  singly  for  suggestions.  The  pupil 
should  then  be  given  another  chance.  If  he  then  fails,  the  question 
should  be  passed  to  another.  The  teacher  should  search  the  material 
of  each  lesson  for  problems.  He  should  also  incite  the  pupils  to 
search  for  such  problems,  to  ask  questions,  and  to  propose  questions 
for  discussion.  He  should  frame  his  questions  carefully,  so  as  to 
bring  the  essential  elements  of  the  problem  clearly  before  the  pupils. 
The  question,  however,  should  never  suggest  the  answer,  for  in  that 
case  the  pupil  does  not  think.  He  merely  guesses  at  what  is  in  the 
teacher's  mind. 

One  of  the  most  common  and  vicious  classroom  faults  is  that  of 
permitting  "  volley  answers "  to  thought  questions.  That  is,  the 
teacher  asks  the  question  of  nobody  in  particular,  and  several  pupils 
answer  at  the  same  time,  with  little  or  no  reflection.  This  is  cjuite 
different  from  a  concert  response,  where  the  same  thing  exactly  is 
to  be  said  or  done  by  all.  If  the  question  is  so  framed  as  to  require 
any  thought,  each  pupil  who  answers  will  say  something  which  is 
more  or  less  different  from  what  any  other  pupil  says.  The  result  is 
a  confused  babel  of  voices,  in  which  nothing  is  distinctly  heard. 
The  time  used  then  is  wholly  and  utterly  lost,  for  no  pupil  knows  to 
what  extent  his  answer  is  right  or  wrong  and  no  one  hears  what  any- 
one else  has  said.  These  "volley  answers"  were  quite  commonly 
permitted  by  many  of  the  teachers  whose  work  was  observed,  and 
very  few  of  them  distinguished  in  their  methods  between  subject  mat- 
ter calling  for  drill  and  subject  matter  calling  for  thinking. 

3.  Teachers  should  plan  every  lesson  beforehand  with  care.  No 
matter  how  familiar  one  is  with  his  subject,  he  will  do  better  teaching 
if  he  prepares  for  each  lesson  a  written  plan,  setting  down  definite 
aims  for  the  lesson  and  a  hrief^  or  skeleton  outline,  of  the  subject 
matter  to  be  taught,  together  with  concise  notes  as  to  particular  pro- 
cedure at  each  point,  the  time  allotment  for  each  portion  of  the 
lesson  and  the  visual  aids,  references,  or  other  illustrative  matter  to 
be  used.  It  is  well  to  set  down  three  or  four  pivotal  questions,  to 
be  asked  in  just  the  form  in  w^hich  the^^  are  written.  It  is  far  more 
important  to  make  the  plan  than  to  follow  it  exactly,  but  usually  it 
should  be  followed  mainly  as  it  is  planned.  Having  made  the  plan, 
the  teacher  should  have  it  well  enough  in  mind  so  that  it  need  not 
be  referred  to  so  often  as  to  constitute  a  barrier  betw^een  him  and 
the  class. 

CHARACTERISTICS  OF  A  WELL-PLANNED  LESSON. 

A  well-planned  lesson  should  have  the  following  characteristics : 
(a)   It  should  enforce  good  bodily   attitudes  and  clear,   distinct 
grammatical  speech  from  the  pupils  in  reciting. 


I 


THE    PUBLIC    HIGH   SCHOOLS.  237 

(h)  It  should  have  unity  and  logical  sequence  and  should  ordi- 
narily establish  logical  connection  between  the  lessons  preceding  and 
to  follow. 

(c)  There  should  be  a  wealth  of  illustrative  material  to  furnish 
a  rich  background  for  the  theme. 

(d)  It  should  be  planned  to  take  advantage  of  every  opportunity 
to  help  the  pupils  in  the  formation  of  useful  habits,  in  the  acquisi- 
tion of  ideals  and  standards,  and  in  the  building  up  of  concepts. of 
method ;  that  is,  concepts  of  the  ways  in  which  thinking  is  done  and 
processes  are  carried  out  so  as  to  get  the  best  results  in  the  shortest 
time  with  the  greatest  certainty. 

4.  A  good  lesson  should  afford  opportunities  for  practice  in  one 
or  more  of  the  following  kinds  of  intellectual  work : 

Organizing  subject  matter;  judging  of  relative  values;  using  in- 
ductive as  well  as  deductive  reasoning;  interpreting  facts,  phenom- 
ena, or  literature;  using  knowledge  to  get  other  knowledge  or  to 
accomplish  definite  purposes. 

5.  Some  lessons  should  afford  opportunities  for  the  exercise  of  ini- 
tiative and  the  development  of  tastes  and  appreciations. 

6.  The  class  management  should  be  efficient,  so  that  everything  is 
done  in  order  and  in  the  shortest  possible  time.  This  means  that 
some  things  should  be  reduced  to  an  automatic  routine,  the  best  rou- 
tine that  can  be  devised.  The  things  that  are  chosen  to  be  automa- 
tized, however,  should  be  relatively  few  in  number.  The  teacher 
who  reduces  all  his  work  to  a  mechanical  routine  never  teaches  his 
pupils  to  think. 

It  is  only  the  exceptional  teacher  who  in  his  or  her  lessons  habitu- 
ally considers  and  provides  for  many  of  the  opportunities  just  men- 
tioned. Yet  these  are  the  things  which  every  teacher  ought  to  i^lan 
for.  The  teacher  who  merely  hears  recitations  from  a  textbook  has 
a  very  inadequate  conception  of  what  teaching  really  means. 

FAULTS    OF    TEACHING   TECHNIQUE. 

7.  Some  mechanical  faults  in  the  technique  of  teaching  which  are 
very  common  elsewhere  were  observed  here,  though  not  so  frequently, 
on  the  whole,  as  in  most  schools  of  this  class.  Among  the  most 
notable  of  these  are  the  following: 

(a)  The  false-start  question.  The  teacher  begins  the  question, 
hesitates,  and  begins  it  again,  making  sometimes  from  three  to  five 
false  starts  before  getting  the  question  out  in  a  form  that  is  clear  and 
satisfactory.  The  obvious  remedy  is  to  think  the  question  through 
mentally  before  beginning  to  utter  it.  This  bad  habit,  in  general, 
is  not  common  to  teachers  who  give  careful  preparation  to  every 
lesson  before  beginning  to  teach  it. 


238  A  SURVEY   OF  EDUCATION   IN   HAWAII. 

(h)  The  repeated  question.  The  teacher  states  the  question  in 
one  form,  then  repeats  it  in  another,  and  perhaps  in  a  third  form, 
often  interrupting  a  pupil  who  has  begun  to  answer  it.  This  fault 
is  like  the  preceding  one,  but  not  so  bad. 

{c)  The  inverted  what  question.  The  teacher  gives  the  substance 
of  what  the  pupil  shall  tell,  ending  with  ''  was  what?  "  "  did  what?  " 
"  is  called  what  ?  "  etc.  The  pupil  answers  with  a  single  word,  or  at 
most  with  a  short  phrase,  which  is  too  often  a  mere  guess.  Such  a 
question  rarely  stimulates  thinking  or  performs  any  eifective  func- 
tion in  teaching.  This  fault  is  very  common  even  with  some  other- 
wise superior  teachers. 

{d)  The  hlank  filing  question.  Here  again  the  teacher  tells  nearly 
all  of  what  the  pupil  should  be  telling,  but  leaves  out  a  word  here  and 
there  and  pauses  for  some  pupil  to  supply  it.  The  required  word 
usually  is  suggested  by  the  context  of  the  question,  and  practically  no 
knowledge  or  effort  is  required  to  fill  the  blanks,  nothing  at  most  but 
the  lowest  type  of  memory. 

{e)  The  leading  question.  This  is  a  kind  of  question  similar  to  the 
preceding'in  that  the  answer  is  so  strongly  suggested  that  a  mentally 
active  pupil  can  give  it  correctly  without  knowing  anything  about 
the  subject  under  discussion.  It  is  better  to  tell  a  fact  or  make  an 
explanation  outright  in  a  clear  and  terse  statement  than  to  put  it  into 
the  form  of  such  a  series  of  questions  and  let  the  pupils  deceive 
themselves  with  the  idea  that  they  are  contributing  information  on 
a  subject  of  which  they  are  not  informed. 

(/)  The  question  that  can  be  answered  by  "yes"  or  "no."  This 
is  another  type  of  vicious  question.  Like  the  two  preceding  types, 
it  allows  the  pupils  to  deceive  themselves  as  to  their  accomplishments. 
Anyone  familiar  with  the  most  elementary  principles  of  the  doctrine 
of  chance  or  probability  knows  that  of  100  such  questions  50  will 
be  correctly  answered  by  any  person  knowing  nothing  of  the  subject, 
but  merely  guessing. 

(g)  The  teacher  repeats  the  pupil's  answer  after  him.  This  is  not 
only  useless  and  tiresome,  but  is  wrong,  because  it  relieves  the  pupil 
of  the  responsibility  of  framing  a  good  answer  and  giving  it  loudly 
and  distinctly  enough  to  be  heard  by  all  the  class.  It  also  causes 
the  class  to  pay  no  attention,  because  the^^  habitually  expect  the 
teacher  to  repeat  the  answer  so  loudly  that  they  will  hear  without 
paying  attention. 

(A)  The  teacher  interrupts  the  pupil  or  allows  other  pupils  to  in- 
terrupt him  while  he  is  working  out  his  answer,  possibly  rather  too 
slowly,  but  is  really  making  good  progress,  perhaps  in  a  bit  of  diffi- 
cult thinking.  Interruptions  are  imperative  to  correct  faulty  English, 
or  allowable  at  times  in  mathematics  or  science  when  a  statement  is 


« 


THE    PUBLIC    HIGH   SCHOOLS.  239 

made  without  giving  the  reasons  for  it;  but  in  other  circumstances 
they  are  both  inconsiderate  and  pedagogically  wrong. 

(?)  Calling  on  a  pupil  first  and  then  stating  the  question.  This 
allows  all  the  other  pupils  to  sink  into  a  delicious  re  very  or  a 
comatose  condition  until  the  next  question  is  asked.  If  the  question 
is  asked  first  and  then  a  short  period  is  given  for  reflection,  all  must 
attend  and  reflect,  for  no  one  knows  who  will  get  the  question. 

COMMENDABLE    FEATURES    NOTED. 

8.  Among  the  specially  good  things  noted  was  the  strong  teaching 
of  arithmetic  and  bookkeeping  in  the  commercial  curriculum  in 
McKinley  and  Hilo  High  Schools.  The  practical  effectiveness  of 
the  commercial  curriculum,  however,  is  seriously  limited  by  the  nar- 
row range  of  commercial  studies.  The  range  of  studies  should  be 
widened  as  indicated  in  the  suggested  commercial  curriculum  in 
section  3  of  this  chapter.  Especially  "  penmanship  and  spelling " 
should  be  dropped  out  as  a  formal  unit.  Spelling  should  be  taught 
as  needed  in  connection  with  all  other  courses  and  not  as  a  formal 
course.  High-school  pupils  should  not  study  spelling  as  a  subject 
per  se,  but  should  learn  to  spell  the  words  they  have  to  write.  Their 
time  should  not  be  wasted  on  learning  spelling  of  words  that  people 
generally  never  write.  The  time  taken  for  spelling  would  far  better 
be  spent  in  practicing  them  in  the  habit  of  using  a  dictionary  for  all 
words  with  which  they  are  not  familiar,  as  these  words  come  up  in 
connection  with  their  studies.  They  should  be  trained  to  get  not 
only  the  spelling  of  each  new  or  unfamiliar  word,  but  also  the  dif- 
ferent uses  and  shades  of  meaning,  and  the  synonyms  and  antonyms 
of  the  word. 

Daily  formal  practice  in  penmanship  is  a  waste  of  time  when  the 
pupils  write  as  well  as  most  of  the  pupils  in  the  Hawaiian  public 
schools  write.  Eighty  or  ninety  per  cent  of  them  write  as  well  as  any- 
body needs  to  write  for  any  purpose,  and  any  further  practice  with 
such  pupils  is  liable  to  make  them  go  stale  and  lose  form  rather  than 
approach  closer  to  perfection.  Those  pupils  who  are  deficient  in  pen- 
manship should  be  giyen  special  drills  until  brought  up  to  a  passable 
standard  for  office  work,  but  those  who  have  reached  that  standard  ^ 
should  have  their  time  occupied  with  learning  things  that  they  need 
to  learn.-  Such,  in  the  case  of  the  orientals,  is  English,  more  Eng- 
lish, and  still  more  English.  This  study  would  be  much  facilitated 
by  beginning  shorthand  and  typewriting  in  the  first  year,  as  desig- 
nated in  the  suggested  curriculum,  so  as  to  get  to  the  taking  of 

1  That  is,  say,  from  Quality  14  to  Quality  16  on  tlie  Thorndike  scale  of  handwriting, 
with  a  speed  of  90  letters  per  minute. 

-  They  should,  however,  be  held  up  to  the  standard  in  all  the  written  work  that  they 
are  required  to  hand  in. 


240  A  SURVEY   or   EDUCATION  IN   HAWAII. 

dictation  and  the  typing  of  letters  as  soon  as  possible.  Pupils  should 
be  encouraged  to  dictate  letters  to  each  other  and  then  subject  the 
letter,  when  typed,  to  their  joint  criticism. 

9.  Another  specially  good  feature  seen  in  the  McKinley  High 
School  was  the  assignment  of  commercial  exhibit  projects  in  the 
teaching  of  chemistry.  Each  pupil  in  chemistry  during  the  year 
works  up  an  exhibit  card  displaying  samples  and  pictures  illus- 
trating some  commercial  raw  material  and  the  different  stages  and 
processes  through  which  this  passes  on  its  way  toward  becoming 
finished  jDroducts,  The  various  uses  of  the  finished  product  are  also 
illustrated.  Each  display  cara  is  worked  up  in  as  artistic  a  manner 
as  is  consistent  with  clear  exposition  of  consecutive  stages  and  proc- 
esses, and  the  individual  taste  and  initiative  of  the  maker  deter- 
mine the  exact  form  that  it  takes.  Accompanying  each  card  is  a 
carefully  compiled  and  usually  well-written  report  or  essay,  accom- 
panied by  a  brief  bibliography,  and  describing  the  sources  of  the  raAv 
material,  how  it  is  grown  or  mined  or  otherwise  obtained,  the  proc- 
esses it  goes  through,  including  especially  the  chemical  technology, 
and  something  of  the  character  and  extent  of  its  use.  These  projects 
showed  that  much  initiative  had  been  called  out  and  much  practice 
given  in  getting,  organizing,  and  using  knowledge,  and  also  that 
much  interest  had  been  aroused.  The  projects  included  such  subjects 
as  leather,  explosives,  cotton,  sugar,  rubber,  steel,  chocolate,  silk, 
copper,  dyes,  and  so  on.  The  possibilities  for  work  of  this  valuable 
sort  in  subjects  other  than  chemistry  have  been  A^ery  little  exploited 
in  these  schools  and  might  be  developed  in  English,  history,  biology, 
geography,  and  other  subjects  with  very  great  advantage.  In  fact, 
the  more  the  teacher  can  throw  his  assignments  into  the  form  of  a 
problem  or  a  project  the  more  thinking  and  first-hand  study  he  will 
get  and  the  greater  and  more  lasting  will  be  the  interest  aroused  in 
the  subject. 

10.  The  discussion  of  how  such  problems  and  projects  may  be  used 
in  the  different  subjects,  what  should  be  drilled  on  and  how  to  con- 
duct the  drills,  and  how  to  eliminate  habitual  faults  of  teaching, 
might  well  occupy  the  time  of  one  or  two  teachers'  meetings  a  month 
in  each  high  school  for  a  year.  Many  teachers  read  pedagogical 
books  but  do  not  apply  to  their  instruction  what  they  find  in  them. 
Such  meetings  and  discussions  would  help  the  teachers  in  making  the 
application  of  the  pedagogical  principles  which  they  are  reading  in 
these  books. 


Two  principal  factors  induce  good  teachers  to  stay  in  a  community, 
(1)  a  salary  that  will  afford  a  reasonable  scale  of  living,  with  a  mar- 
gin of  savings,  and  (2)  fair  and  considerate  treatment  professionally 


I 


BUREAU     OF     EDUCATION. 


BULLETIN,    1920,     NO.    15      PLATE    10. 


HAWAIIAN    GIRLS'    SCHOOL,     KOHALA,     ISLAND    OF    HAWAII. 


BALDWIN     HALL,     MAUNAOLU    SEMINARY. 


BUREAU    OF    EDUCATION. 


BULLETIN,    1920,     NO.    16      PLATE    IT 


WASH     DAY    AT    MILLER    STREET    KINDERGARTEN. 


I-IONOMAKAU    SCHOOL    BUS,    WEST    HAWAII. 


BUREAU    OF    EDUCATION. 


BULLETIN,    1920,     NO.    16      PLATE    12.  i 


GATHERING   PAPAYAS  AT  MAUNAOLU  SEMINARY. 


A    SWIMMING     PARTY    OF    MAUNAOLU    GIRLS. 


THE    PUBLIC    HIGH    SCHOOLS. 


241 


by  the  school  administrators  and  socially  by  the  community  at  large. 
As  to  salaries  paid  high-school  teachers,  the  following  table  gives 
more  information  than  a  statement  of  average  salary  per  school 
would  give.  It  shows  a  good  distribution  with  no  extremely  low  sala- 
ries and  no  great  proporttion  of  the  teachers  bunched  in  the  highest 
salaried  classes. 

Dii<tril)utio)i  of  teachers  hy  sal<iries^ 


Salaries. 

McKinlev 

Hiph  ■ 

School. 

Hilo. 

Maui. 

Kauai. 

Total. 

Less  than  §1,200 

0 
0 
3 
4 
3 
5 
0 
3 
2 
0 
8 
1 
0 

0 

1 

3 
3 

1 
3 
0 
0 
2 
0 
1 
0 
0 

0 
3 
0 
2 
1 
0 
0 
0 
0 

1 

0 
0 
0 

0 
1 
0 
0 
3 
2 
0 
0 
0 
0 
0 
0 
0 

0 

$1.200-S1.299 

$1,300-S1.899 

5 
6 

$1.400-S1,499 

9 

Sl,500-S1.599- 

8 

$1  600-S1.699. 

10 

$1,700-S1,799 

0 

S1.800-S1,899 

3 

$i,9<10-Sl.999..   .                  

4 

?'>,000  S^099. 

1 

|v)  lOQ-S"*  199 

9 

$2.'500-$2,299 

1 

$2,300  and  over 

0 

Totalnumber 

Medians 

Principals 

29 
SI,  680 
S;3, 600 

14 
$1,500 
$3,300 

$1,320 
S3, 300 

6 

$1,560 
$3,300 

56 
$1,600 

^  Salaries  paid  in  12  installment.^. 

If  a  doUar  would  buy  as  much  of  the  comforts  and  necessities  of 
life  as  it  did  bu}'  six  years  ago,  the  pay  roll  would  be  a  fair  one.  As 
compared  with  those  of  other  cities  now,  it  does  not  look  bad.  Yet 
we  must  remember  that,  in  all  of  our  cities  excepting  a  very  few, 
teachers  have  been  notoriously  underpaid  in  comparison  with  people 
of  like  attainments  in  other  callings.  Under  present  conditions  they 
are  leaving  the  profession  for  better  paid  occupations;  and  seats  in 
the  normal  school  classes  on  the  mainland  are  going  begging.  There 
is  an  alarming  scarcity  of  teachers  now,  and  the  condition  is  growing 
worse  all  the  time.  In  view  of  this  situation  it  is  probable  that  unless 
teachers'  salaries  are  raised  everywhere  in  something  approaching  to 
the  ratio  of  the  increased  cost  of  living  the  competition  among  cities 
in  bidding  for  the  few  able  teachers  who  remain  in  the  profession  will 
be  very  sharp.  Hence,  those  cities  which  make  early  and  very  mate- 
rial advances  in  their  salary  scales  will  be  the  ones  who  can  get  and 
hold  the  few  well  qualified  teachers. 

The  present  salary  scale  for  high-school  teachers  begins  at  $110  per 
month  for  12  months,  or  $1,320  per  year,  and  increases  $10  per  month, 
or  $120  per  year  for  each  year  of  service,  until  the  eighth  year,  when 
the  salary  becomes  $180  per  month,  or  $2,160,  There  are  no  further 
increases. 

This  scale  is  faulty  for  the  reason  that  it  takes  no  account  of  differ- 
ences in  ability,  training,  and  professional  growth.    It  is  well  known 


242  A  SUKVEY   or   education   in    HAWAII. 

that  mere  length  of  service  does  not  necessarily  make  a  teacher  more 
efficient,  although  a  just  and  wise  educational  policy  should  give  sub- 
stantial recognition  for  long  and  conscientious  service.  While,  there- 
fore, there  should  be  steady  automatic  increases  for  length  of  service, 
the  scale  should  be  so  constructed  that  special  recognition  can  be 
earned  by  teachers  of  manifestly  superior  initiative,  industry,  teach- 
ing power,  and  skill.  Also  there  should  be  definite  and  well-defined 
opportunities  for  gaining  additional  salary  through  steady  and  pur- 
poseful efforts  toward  professional  growth.  On  the  other  hand  there 
should  be  points  where  increases  are  automatically  halted  unless  the 
individual  is  actually  growing  in  efficiency,  power,  and  zeal  with  his 
years  of  service.  These  desirable  features  can  be  obtained  through  a 
careful  scheme  of  classification  of  teachers,  with  formal  promotions 
from  one  class  to  the  next  higher  class  based  on  efficiency  and  pro- 
fessional growth. 

SUGGESTED  SALARY  SCHEDULE. 

The  following  is  submitted  for  consideration  as  a  scale  embodying 
these  principles,  and  adapted  to  island  conditions  at  the  present  time. 
It  calls  for  higher  salaries  than  those  now  being  paid ;  but  even  so,  in 
view  of  the  present  high  costs,  it  is  set  too  low.  However,  it  is  better 
to  recommend  something  that  will  have  some  chance  of  adoption, 
with  a  view  to  an  even  percentage  advance  when  this  can  be  carried. 
It  should  be  remembered  that  it  takes  about  $2,000  now  to  buy  what 
$1,000  would  buy  six  years  ago. 

CLASS  I. 

Mimmum  training. — 4  years'  high  school  or  equivalent;  4  years'  standard  col- 
lege or  university  or  4  years'  normal,  with  degree  or  diploma ;  11  semester  hours 
training  in  psychology  and  education,  including  a  course  in  the  teaching  of  the 
major  subject. 

Minimum  experience — 2  years,  at  least  one  of  which  shall  be  in  a  standard 
high  school,  with  written  testimony  of  success  from  each  of  two  reliable  and 
competent  judges  of  teaching,  based  on  personal  knowledge  of  the  applicant  and 
his  or  her  work. 

Salary,  first  year,  $1,440;  second  year,  $1,560;  third  year,  $1,680. 

Annual  appointments  in  this  clas.s. 

CLASS  XL 

Promotion  to  class  II  in  recognition  of  ability,  success,  and  steady  professional 
growth  involving  special  study  and  credits  earned  toward  a  master's  degree. 

Salary,  first  year.  $1,800:  second  year,  $1,920. 

Appointments  in  this  class  for  an  indefinite  period,  not  subject  to  annual  re- 
affirmation but  with  the  understanding  that  a  return  to  annual  appointments 
may  be  made  in  the  case  of  any  individual  who  is  not  giving  thorough  satisfac- 
tion or  who  ceases  to  grow  professionally. 


THE   PUBLIC   HIGH  SCHOOLS.  243 

CLASS  III. 

Promotions  to  this  class  in  recognition  of  maiived  success  and  the  attainment 
of  a  master's  degree  or  other  substantial  evidence  of  advanced  scholarship, 
together  with  evidence  of  special  initiative  in  methods,  authorship,  or  other  con- 
tributions of  a  definite  nature  to  the  local  school  or  community  or  to  educational 
theory  or  practice. 

Salary,  first  year,  $2,040 ;  second  year,  $2,180 ;  third  year,  $2,300. 

Appointments  in  this  class  permanent,  and  removal  only  for  proved  cause. 

CLASS  IV. 

Promotions  to  this  class  in  recognition  of  conspicuous  ability  and  scholarship 
and  special  usefulness  to  the  system,  together  with  long  and  faithful  service. 
Consideration  to  be  given  to  productive  scholarship  and  the  earning  of  a  doc- 
tor's degree. 

Salary,  first  year,  $2,400 ;  second  year,  $2,540. 

Appointments  permanent  in  this  class,  automatic  raises  in  salary  cease  after 
second  year,  but  further  raises  may  be  made  by  special  decision  in  case  of 
assumption  of  extra  work  or  responsibility,  or  for  the  purpose  of  holding  in 
the  system  an  especially  valuable  person.  Vice  principals  and  heads  of  depart- 
ments will  ordinarily  be  chosen  from  this  class. 

Teachers  of  experience  and  recognized  success  may  be  placed  in 
advanced  classes  according  to  their  training  and  professional  records, 
but  the  first  appointment  will  be  for  one  jqht  only.  After  the  first 
appointment  in  Class  II,  III,  or  IV,  appointment  will  be  indefinite 
or  permanent,  according  to  the  class  in  which  the  teacher  is  placed. 

In  the  case  of  commercial,  manual  training,  or  other  special  teach- 
ers not  holding  a  regular  college  degree  assignments  or  promotions 
to  advanced  classes  will  be  made  only  when  such  teachers  show 
marked  ability  and  enterprise  in  their  special  lines  and  also  are 
making  progress  in  college  work  toward  the  attainment  of  a  degree. 

In  case  the  University  of  Hawaii  establishes  a  department  of  edu- 
cation with  practice  teaching  in  connection  with  the  McKinley  High 
School,  graduates  of  this  department  with  the  qualifications  of  Class 
I,  excejDting  that  of  two  5'ears'  experience,  may  be  appointed  to  a 
probationary  class,  with  a  salary  for  the  first  year  of  $1,080  and  for 
the  second  year  $1,200,  after  which  they  may  be  regularly  assigned 
to  Class  I,  beginning  at  $1,440. 

Besides  a  better  salary  scale,  if  the  annual  turnover  of  high-school 
teachers  is  to  be  reduced,  better  living  conditions  must  be  provided 
for  them.  In  Memphis,  Tenn.,  the  best  homes  in  the  city  are  opened 
to  receive  high-school  teachers  coming  from  other  cities  and  in  want 
of  homelike  places  in  ^vhich  to  live.  Ample  opportunities  for  social 
contact  were  afforded  them  without  compelling  them  to  adopt  a  scale 
of  living  beyond  their  means.  A  similar  attitude  on  the  part  of 
home  owners  in  Honolulu  would  go  far  toward  the  solution  of  the 
turnover  problem.    The  Territory  could  do  no  single  thing  that  would 


244  A  SURVEY  OF   EDUCATION   IN   HAWAII. 

contribute  more  potently  toward  building  up  a  permanent  and  happy 
teaching  staff  than  to  establish  cottages  and  apartment  houses  to  be 
rented  to  teachers  at  rates  slightly  above  cost.  Until  the  Territory 
is  in  a  position  to  do  this  there  could  be  no  more  far-reaching  oppor- 
tunity for  private  philanthropy  than  that  of  undertaking  such  a 
project. 

A  teachers'  bureau  needed. 

Another  plan,  which  would  help  the  private  schools  as  well  as 
the  public  schools,  is  here  suggested.  Let  a  law  be  passed  making 
provision  for  the  establishment  in  the  department  of  public  instruc- 
tion of  a  free  teachers'  bureau.  This  should  be  made  a  separate 
division  within  the  department,  with  a  budget  provision  of  its  own, 
subject  to  the  approval  of  the  superintendent,  who  should  have 
power  to  appoint  and  direct  the  official  in  charge.  This  bureau 
should  carry  on  a  publicity  program  in  the  States  and  in  the 
islands  so  as  to  place  its  service  within  the  knowledge  of  teachers 
everywhere.  It  should  publish  and  send  free  to  teachers,  on  appli- 
cation, a  bulletin  describing  the  kinds  of  teaching  opportunities 
within  the  islands  and  detailing  the  circumstances  and  living  con- 
ditions for  teachers  in  the  various  types  of  schools  and  localities. 
A  nominal  registration  fee  of  one  or  two  dollars  should  be  charged, 
but  no  commissions  or  other  compensation  for  the  bureau's  services 
should  be  exacted.  Teachers  having  the  required  qualifications  for 
positions  of  the  various  kinds  should  be  invited  to  register  with 
this  bureau,  filling  out  a  blank  designed  to  secure  all  needed  infor- 
mation about  them  in  detail,  including  cable  address  and  informa- 
tion as  to  when  their  services  would  be  available.  It  might  be  wise 
also  to  provide  in  the  salary  offer  for  the  first  year  for  an  equaliza- 
tion of  the  increased  traveling  expense  of  reaching  the  islands 
from  the  more  distant  States,  as  compared  with  the  States  on  the 
coast.  Such  a  bureau  intelligently  conducted  would  be  worth  many 
times  its  cost  to  the  school  system  of  the  islands. 

As  a  further  contribution  to  the  solution  of  the  problem  of 
teacher  supply,  we  recommend  the  establishment  of  a  completely 
organized  school  of  education  in  the  University  of  Hawaii,  with 
courses  for  the  training  of  teachers  for  kindergartens,  elementary 
schools,  and  high  schools.  Teachers  training  for  high -school  work 
should  be  given  courses  in  the  principles  of  high-school  teaching 
and  administration  as  well  as  in  psychology,  and  should  also  take 
a  course  of  observation  and  practice  teaching  in  the  McKinley  High 
School  or  in  private  schools  of  Honolulu,  under  the  direction  of  a 
supervising  professor  who  is  a  specialist  in  secondary  education. 
This  department  should  not  only  take  care  of  prospective  high- 
school   teachers   whose   homes   are   in   the   islands,   but   sliould   also 


THE   PUBLIC   HIGH  SCHOOLS.  245 

offer  graduate  work  for  teachers  in  service,  to  be  taken  on  Satiur- 
da3^s  and  after  school  hours,  and  leading  to  the  master's  or  doctor's 
degrees.  Such  cooperation  between  the  college  and  the  high  schools 
as  is  recommended  here  would  redound  greatly  to  the  benefit  of 
both  parties  in  increasing  their  influence  and  usefulness. 

5.  ORGANIZATION,  ADMINISTRATION,  AND  SUPERVISION. 

A  satisfactory  organization  for  a  high  school  of  the  size  of  Mc- 
Kinley  or  of  Hilo  should  include  a  stenographer,  clerk,  and  a 
woman  assistant  principal.  In  another  year  or  two  McKinley  will 
have  reached  an  enrollment  necessitating  a  man  assistant  also. 

The  principal  should  have  a  great  deal  of  time  free  for  the  shaping 
of  school  policies,  for  suj^ervision  of  classroom  work  and  for  educa- 
tional leadership  of  the  teaching  force.  The  mechanical  work  of 
keeping  the  school  records  up  to  date,  getting  out  notices,  circulars, 
and  letters,  and  other  work  of  such  character  can  be  done  and  should 
be  done  by  a  clerk.  The  principal  should  be  regarded  in  the  same 
light  as  the  manager  of  a  large  business,  and  it  is  A^ery  j3oor  economy 
to  take  the  time  of  an  expert  for  minor  clerical  work.  Neither 
should  such  work  be  exacted  of  teachers.  A  woman  assistant  princi- 
pal is  needed  in  every  high  school  to  deal  with  girls  in  matters  of  dis- 
cipline and  confidence,  just  as  a  dean  of  women  is  needed  in  a  college. 
The  position  should  be  given  to  the  broadest  minded,  most  sympa- 
thetic, and  able  woman  who  can  be  secured  for  it.  The  man  assistant 
should  be  a  school  man  of  conspicuous  ability,  capable  of  handling  the 
school  in  the  absence  of  the  principal,  and  of  handling  cases  of  adjust- 
ment and  discipline.  The  direction  of  student  extra-curricular  activi- 
ties should  be  delegated  largely  to  the  assistant  principals :  and  they 
should  also  assist  the  principal  in  the  leadership  of  departmental 
teachers'  meetings  and  professional  study  as  well  as  in  devising  and 
carrying  out  educational  tests  and  measurements. 

A  prominent  defect  in  the  organization  of  McKinley  High  School 
is  the  ver}^  small  proportion  of  men  teachers ;  only  6  out  of  a  staff  of 
30  are  men.  A  high-school  teaching  staff  should  include  about  equal 
numbers  of  men  and  women.  It  is  therefore  recommended  that  in 
filling  future  vacancies  every  possible  effort  be  made  to  secure  men 
for  the  positions  until  the  numbers  of  men  and  of  women  are  approxi- 
mately equalized. 

FUXCTIOXS  or  A  HIGH-SCHOOL  PRINCIPAL. 

Classroom  supervision  by  the  principal  should  be  one  of  the  most 
important  functions  in  the  school.  The  principal  should  plan  out 
needed  improvements  in  the  technique  of  teaching  and  should  direct 
and  inspire  the  teachers  individually  and  collectively   in   putting 


246  A   SURVEY   OF   EDUCATION   IN    HAWAII. 

modern  educational  theories  into  actual  practice.  He  should  get  out 
bulletins  from  time  to  time  explaining  the  best  practices  in  other 
schools  and  submit  these  to  the  teachers  for  study  and  discussion. 
He  should  organize  the  teachers  into  committees  for  the  selection  of 
textbooks  and  the  progressive  revision  of  the  content  and  organiza- 
tion of  the  different  courses  of  study.  He  should  discuss  school  poli- 
cies with  the  teachers  and  secure  their  cooperation  through  a  con- 
sensus of  their  judgment  after  study  and  ^discussion  rather  than  by 
laying  down  the  policies  ready-made  for  them  to  carry  out.  He 
should  visit  the  classrooms  frequently,  note  points  of  excellence  and 
success  and  also  such  faults  in  method  and  technique  as  have  been 
mentioned  in  the  preceding  section  of  this  chapter.  These  he  should 
discuss  with  the  teachers  individually.  He  should  encourage  teach- 
ers who  are  doing  some  kinds  of  work  of  particular  excellence  to 
explain  and  demonstrate  these  to  all  the  teachers  at  teachers'  meet- 
ings, and  he  should  also  call  up  for  discussion  technical  faults  that 
are  common  in  the  school  and  encourage  teachers  in  devising  plans 
for  eliminating  them  from  their  school  practice.  He  should  stimu- 
late intervisitation  of  classes  by  teachers  in  the  same  general  lines  of 
work  in  order  that  they  may  learn  one  from  another  and  gain  an 
insight  into  one  another's  work.  Finally,  he  should  promote  meet- 
ings in  which  the  teachers  of  different  subjects  are  to  explain  the 
educational  values  of  their  subjects  and  their  functions,  relations, 
and  correlations  in  the  curriculum. 

In  order  to  do  all  this  he  must  be  a  constant  student  of  the  problems 
of  secondary  education  and  the  psychology  of  teaching,  as  well  as 
the  organizer  and  manager  of  the  school.  With  all  this  in  mind  it 
should  be  clear  to  anyone  that  the  principal  of  a  school  as  large  as 
the  McKinley  High  School  should  have  the  help  of  a  full-time  clerk 
in  the  office  and  one  or  two  assistant  principals.  The  assistant  prin- 
cipals should  teach  one  or  two  classes  a  day  each,  and  both  should 
not  be  engaged  in  the  classroom  work  at  the  same  time.  It  would  be 
advisable  in  order  that  he  keep  himself  in  close  sympathy  with  the 
teachers  and  their  problems  that  the  principal  also  teach  one  class 
daily.  This  is  another  reason  why  the  organization  should  provide 
for  the  clerk  and  assistants. 

PUPILS   GROUPED  ACCORDING  TO   ABILITY   IN   ENGLISH. 

Attention  has  already  been  drawn  to  the  difficulties  growinsj  out 
of  the  fact  that  such  a  large  proportion  of  the  pupils  in  the  high 
schools  come  from  families  in  Avhich  English  is  not  spoken.  It  has 
been  recommended  hy  the  commission  that  in  the  study  of  English, 
at  least  in  the  two  larger  high  schools,  where  the  larger  number  of 
pupils  makes  it  easily  feasible,  that  the  pupils  Avho  speak  English 


I 


THE    PUBLIC    HIGH    SCHOOLS.  247 

fluentl}^  be  separated  from  the  others  and  that  the  latter  be  given  a 
ditferent  type  of  English  study.  It  is  believed  by  the  members  of  the 
commission  that  this  principle  ought  to  be  carried  out  to  the  full 
extent  that  it  is  feasible  without  making  too  many  small  classes,  and 
v»  e  therefore  recommend  that  a  similar  segregation  be  made  in  all 
subjects  excepting  American  history  and  civics. 

The  plan  would  be  to  divide  the  pupils  of  each  grade  and  subject 
into  three  sections — the  fast  section,  the  medium  section,  and  the  slow 
section.  Pupils  should  be  assigned  to  the  three  sections  according 
to  their  ability  to  get  on  in  the  subject.  The  fast  section  should  be 
given  more  and  harder  work  than  the  medium  section  and  the  slow 
section  less  and  easier  work,  involving  more  drill  in  the  subject  and 
more  attention  to  correct  expression  in  English.  In  case  there  are 
not  enough  pupils  to  make  three  sections,  two  should  be  made,  one  for 
the  most  proficient  pupils  and  a  second  for  all  the  others.  Such  a 
plan  of  segregation  would  help  in  all  subjects  and  would  go  far 
toward  removing  the  objections  of  English-speaking  families  to 
sending  their  children  to  the  public  schools.  If  the  distribution 
among  groups  were  made  wholly  on  the  basis  of  ability  to  get  on 
rapid  and  successfully  with  the  work,  there  would  be  no  ground 
for  any  feeling  of  discrimination. 

The  reason  for  not  making  the  same  divisions  in  American  history 
and  civics  should  be  evident.  In  these  subjects  the  children  of  all 
the  other  national  descents  should  have  the  opportunity  for  contact 
and  discussion  on  questions  of  American  history  and  civic  ideals 
with  the  children  of  American  parents.  That  they  should  have  this 
contact  in  discussion  with  children  who  have  had  the  habit  of  looking 
at  things  in  general  from  the  American  standpoint  since  their  baby- 
hood seems  perfectly  obvious.  It  seems  plain  also  that  contact  on 
this  basis  will  be  equally  good  for  the  children  of  American  and 
Anglo-Saxon  parentage  in  order  that  they  may  get  the  other  racial 
points  of  view  in  this  field,  for  all  these  diverse  racial  elements  must 
meet  outside  the  school  and  in  the  industries  and  business  of  life  on 
the  common  ground  of  democratic  citizenship ;  and  a  spirit  of  toler- 
ance and  mutual  good  will  must  prevail  in  the  interest  of  peace  and 
their  common  safety. 

In  all  the  public  high  schools  the  length  of  the  school  year  is  38 
weeks.  This  is  above  the  minimum  standard  and  approximately 
the  best  length.  The  recitation  periods  in  McKinley  and  Kauai  are  of 
the  standard  length  of  45  minutes  each.  In  Hilo  they  are  43  min- 
utes, conforming  to  the  minimum  North  Central  Association  stand- 
ard of  "  40  minutes  in  the  clear."  In  Maui  they  are  reported  shorter 
than  this  minimum  standard,  and  should  be  lengthened  to  45  or  at 
least  43  minutes. 


248 


A  SURVEY   OF   EDUCATION   IN    HAWAII. 


SIZE   OF  HIGH-SCHOOL  CLASSES. 

An  important  factor  in  an  efficient  and  economical  high-school 
organization  is  a  fair  approximation  to  a  distribution  of  about  25 
pupils  per  recitation  section.  The  best  size  for  a  section  in  most 
cases  is  between  20  and  25  pupils.  In  subjects  that  consist  largely 
of  drill  and  practice  work,  such  as  music,  atliletics,  penmanship, 
shorthand,  typewriting,  mental  arithmetic,  and  the  like,  sections  of 
from  30  to  40  can  be  handled  by  a  skillful  teacher  just  as  easily  and 
with  as  good  results  as  small  ones.  In  algebra  a  section  of  28  or  30 
is  not  too  large  for  an  exceptionally  strong  teacher  to  handle,  but  in 
most  other  subjects  from  23  to  27  is  the  best  size  for  a  good  com- 
promise between  efficiency  and  economy.  Sections  with  fewer  than 
15  are  A^ery  expensive.  They  make  the  tuition  cost  per  pupil  in  them 
very  high  as  compared  with  sections  of  normal  size,  and  they  neces- 
sitate the  loading  up  of  other  sections  to  an  abnormal  size.  This 
gives  an  unfair  distribution  of  public  funds  to  the  advantage  of  the 
pupils  in  the  small  classes  and  to  the  disadvantage  of  pupils  in  the 
large  classes.  The  following  table  shows  the  distribution  of  sections 
by  sizes  in  the  four  public  high  schools : 


Distribution  of  recifatiofi  sections  by  nunibers  of  pupils  enrolled  in  them,  publi< 

high  schools.  Hawaii. 


Number  of  pupils. 

Number  of  sections  of  each  size. 

McKinley. 

Hilo. 

Kauai. 

Maui. 

5  or  fewer 

0 
2 
0 
0 

8 
85 
53 
2 
9 

0 
5 

12 
23 
15 
9 

12 
8 
3 
3 
I 
1 

„ 

6  to  10                                                             

4 

11  to  15      

11 

16  to  20                                   

6 

21  to  25                                                  

0 

26  to  30                                                             -    -       

1 

31  to  35      

2  !                  0 

1                      0 
0  ,                   0 

0 

36  to  40                       

1 

41  8<nd  over                                       •-. 

1 

159 

67                     28 

32 

It  will  be  seen  that  in  Kauai  there  are  no  oversized  classes,  but  that 
20  out  of  28  are  abnormally  small,  producing  a  high  per  capita  cost 
for  tuition.  In  Maui,  12  out  of  32  are  abnormally  small,  and  2  are 
over  the  maximum  standard  in  size. 

Hilo  has  IT  small  classes  out  of  a  total  of  67,  and  6  of  these  are 
very  small.     Only  3  out  of  the  67  are  oversized. 

In  McKinley,  however,  while  there  are  only  2  undersized  classes, 
about  a  third  of  the  159  classes  are  abnormally  large.  It  is  clear  that 
McKinley  needs  at  least  one,  and  probably  two  additional  teachers. 

The  North  Central  Association  standard  for  the  ratio  of  pupils  to 
teachers  for  the  whole  school  is  25  to  1.  For  efficiency  in  teaching  it 
can  not  go  much  above  this,  and  for  economy  it  should  not  be  much 


THE    PUBLIC    HIGH   SCHOOLS. 


249 


below  this.  The  status  of  the  schools  with  reference  to  this  ratio  is 
a^  follows :  McKinley,  2(3.6 ;  Hilo,  22.5 ;  Maui,  14.5 ;  and  Kauai,  17.3. 
McKinley  ranks  first  in  approximating  the  standard  ratio,  and 
is  slightly  above  it.  Hilo  is  nearly  as  close,  but  a  little  more  l3elow 
than  McKinley  is  aboA^e,  while  Kauai  and  Maui  are  considerably 
below,  with  the  consequent  loss  of  economy  that  is  inevitable  in  a 
small  school  giving  a  suitable  variety  of  work.  The  small  school  can 
sometimes  keep  the  ratio  down  by  combining  classes  and  alternating 
subjects  where  the  classes  are  small.  For  example,  in  Latin  a  four- 
year  sequence  of  courses  can  be  given  in  three  classes,  one  in  first-year 
Latin,  one  in  second-year  Latin,  and  a  third  alternately  in  third  or 
in  fourth  year  Latin.  That  is,  Cicero  would  be  read  by  the  juniors 
and  seniors  together  in,  say,  the  odd-numbered  years  and  Virgil  by 
juniors  and  seniors  together  in  the  even-numbered  years.  Third  and 
fourth  year  English,  or  modern  foreign  language,  or  physics  and 
chemistry,  and  some  other  subjects  can  be  alternated  in  a  similar 
way  in  any  school  where  the  combination  of  the  two  classes  will  not 
cause  an  enrollment  of  more  than  28  or  30  pupils.  This  plan  is 
recommended  for  consideration  in  connection  with  the  two  smaller 
schools.  It  may  be  possible  through  its  use  to  do  away  with  a  num- 
ber of  the  small  recitation  sections,  and  make  for  greater  economy 
without  loss  of  efficiency. 


I'OPULAKITY  OF  DIFFERENT  CURRICULUMS. 

The  distribution  of  boys  and  girls  in  the  different  curriculums  in 
the  three  high  schools  from  which  data  were  obtained,  December., 
1919,  is  shown  in  the  table  which  follows : 

Emollment  by  sexes,  grades,  and  curricuhimf<. 


Grades. 

Colleg 

3  preparatory. 

Co 

TTiTnereial. 

General. 

All  c 

urricii] 

urns. 

Boys. 

Girls 

Total. 

Boys. 

Girls. 

Total. 

Boys. 

Girls. 

Total. 

Boys. 

Girls. 

Total. 

McKinley. 
Ninth 

90 
36 
43 
18 

35 
17 
9 
2 

125 
53 
52 
20 

100 
73 
39 
25 

57 

32 

15 

6 

157 
105 
54 
31 

64 
21 
22 
9 

1 

86 
30 
27 
13 

2.54 
130 
104 
52 

114 
58 
29 
12 

368 

Tenth. . 

188 

Eleventh....... 

Twelfth 

133 
64 

Total..... 

187 

63 

250 

237 

110 

347 

116 

40 

156 

540 

213 

753 

Hilo. 
Ninth. . 

21 

18 
17 
11 

7 
7 
8 

1 

28 
25 
25 
12 

39 
25 
18 
15 

13 
4 
3 
5 

52 
29 
21 
20 

9 

3 

2 

39 
10 
4 
6 

48 
10 

7 
8 

69 
43 
38 
28 

59 
21 
15 
12 

128 

Tenth.. 

64 

Eleventh  1 

Twelfth 

53 
40 

Total 

67 

23 

90 

97 

25 

122 

14 

59 

73 

178 

107 

285 

Kauai. 
Ninth. . 

9 

6 

I 

*2 

i' 

9 
8 
2 
2 

9 

i 

3 

■■  ■  i 

::::::: 

9 

i 

1 
1 

6 
2 

1 
2 

7 
3 
1 
2 

19 
10 

5 
4 

6 
5 
1 
3 

25 

Tenth.. 

15 

Eleventh 

Twelfth 

6 

7 

Total 

18 

3 

21 

18 

1 

19 

2 

11 

13 

38 

15 

53 

Two  eleventh-grade  girls  are  taking  "special  courses." 


250  A  SURVEY   OF   EDUCATION   IN   HAWAII. 

The  noteworthy  fact  shown  by  this  distribution  is  the  popularity 
of  the  commercial  work,  in  spite  of  the  fact  that  the  curriculum  is 
narrow  and  poorly  put  together.     The  commercial  pupils  not  only 
make  up  the  largest  number  in  the  two  city  schools;  but  also  the 
numbers  of  both  boys  and  girls  who  are  in  the  senior  class  in  this  cur-  J 
riculum,  with  the  exception  of  the  boys  in  Hilo,  are  higher  in  propor- 
tion to  the  whole  number  of  seniors  in  the  other  curriculums.    This  _ 
indicates  a  clear  need  for  developing  strong  and  broad  commercial] 
and  industrial  curriculums,  as  recommended  in  section  3  of  this  chap- 
ter.   Since  the  boys  and  girls  are  both  entering  the  commercial  cur-  i 
riculum  in  large  numbers  and  seem  to  be  sticking  to  it  better,  this  ;i 
leads  to  the  inference  that  there  is  a  strong  and  increasing  demand 
for  good  commercial  training.    Probably  if  an  industrial  curriculum 
had  as  good  an  opportunity  to  demonstrate  a  demand  for  this  kind  of 
training,  it  w^ould  show  results  equally  interesting.    At  any  rate,  we 
believe  that  such  a  curriculum  should  be  offered  and  the  correspond- 
ing enrollment  and  interest  should  be  closely  observed. 

6.  LIBRARY  FACILITIES. 

The  library  at  McKinley  High  School  contains  a  very  creditable 
assortment  of  books,  especially  in  the  lines  of  general  reference,  his- 
tory, civics  and  politics,  general  literature,  and  fiction.  It  is  de- 
ficient from  the  standpoint  of  good  balance  in  modern  geology, 
geography,  and  travel,  in  science  and  elementary  works  on  industrial 
technology  and  agriculture,  and  is  especially  weak  in  the  line  of  voca- 
tional literature.  The  library  is  not  catalogued  as  it  should  be,  and 
there  is  no  regular  librarian.  There  should  be  a  librarian  who  is  a 
trained  teacher  first  and  a  trained  librarian  second.  Both  kinds  of 
training  are  essential.  She  should  be  in  the  library  all  of  every 
school  day  and  should  cooperate  with  all  the  teachers  in  teaching  the 
pupils  the  intelligent  use  of  the  library  and  instructing  them  in  ref- 
erence work. 

It  is  a  pleasure  to  testify  to  the  fact  that  the  principal  of  the  high 
school  and  the  librarians  of  the  library  of  Hawaii  are  in  complete 
and  harmonious  agreement  on  the  proposition  of  cooperation  between 
the  department  of  public  instruction  and  the  Territorial  library 
whereby  a  trained  teacher-librarian  may  be  supported  in  the  school 
at  the  joint  expense  of  the  commissioners  of  public  instruction  and 
the  library  board.  It  is  strongly  recommended  that  this  plan  be  put 
in  operation. 

In  the  other  public  high  schools  of  the  Territory  creditable  begin- 
nings have  been  made  in  assembling  books  and  magazines  needed  in 
school  work,  but  this  equipment   needs  to  be  greatly   augmented. 


THE    PUBLIC    HIGH    SCHOOLS.  251 

Furthermore,  in  some  of  the  schools  the  iisefuhiess  of  the  material  is 
im])aired  because  it  has  been  placed  in  cramped  and  unsuitable  quar- 
ters. 

Another  splendid  plan  of  cooperation  that  is  novc  maturing  by  the 
school  commissioners  and  the  librar}^  board  is  to  include  participa- 
tion of  the  librarians  in  the  summer  school  for  teachers.  It  is  pro- 
posed by  the  librarians  to  give  courses  to  teachers  in  library  science 
and  economy,  and  in  the  methods  of  conducting  reference  Avork  with 
pupils,  and  in  stor^'-telling.  This  plan  ought  by  all  means  to  be  car- 
ried out,  as  it  will  be  of  great  benefit  to  the  schools  and  afford  the 
library  one  of  the  best  possible  means  of  spreading  its  influence  and 
.-or  vice. 

In  concluding  this  part  of  the  j-eport  it  is  a  pleasure  to  testify  to 
the  splendid  management,  high  efficiency,  and  unselfish  zeal  for  serv- 
ice that  characterize  the  administration  of  the  library  of  HaAvaii. 
It  is  an  institution  of  Avhich  all  citizens  of  the  Territory  may  Avell 
l)e  proud. 

7.  BUILDINGS  AND  EQUIPMENT. 

The  high-school  buildings  are  very  unsatisfactory  and  would  be 
so  even  Avere  they  not  overcroAvded,  as  in  the  cases  of  both  McKinley 
and  Hilo.  In  both  these  schools  the  layout  of  the  rooms  is  incon- 
\  enient  and  unsuitable  almost  to  the  point  of  absurdity,  the  lighting 
conditions  are  very  bad  indeed;  the  stairways  are  dangerous  be- 
cause of  the  narrow  treads  and  high  risers.  The  windows  are  all  too 
t^liort  and  too  scattered.  In  many  rooms  they  are  improperly  placed, 
giving  rise  to  serious  cross  shadows;  in  no  case  is  the  standard  re- 
([uirement  fulfilled  that  the  length  of  the  windoAvs  shall  equal  half 
the  Avidth  of  the  room.  Furthermore,  most  of  the  rooms  are  too  large, 
and  some  are  too  smalL  The  principal's  offices  in  both  McKinley  and 
Hilo  are  so  small,  so  inconvenient,  and  so  ill  supplied  with  decent 
office  furniture  as  almost  to  be  an  affront  to  the  dignity  of  the  men 
who  are  forced  to  occupy  them.  Hilo  has  no  library  room  and  the- 
library  books  are  kept  in  a  poorly  lighted  hall. 

The  school  authorities  are  not  so  much  to  blame  for  these  condi- 
tions as  they  might  be,  for  the  school  popidation  has  groAvn  so  fast 
that  building  programs  have  not  been  able  to  keep  pace  Avith  it ;  and 
these  buildings  are  heirlooms  from  a  former  time  Avhen  not  so  much 
Avas  knoAvn  about  Avhat  an  adequate  high-school  plant  should  be  like. 
The  depaitment  of  public  instruction  is  fully  aAvare  of  these  facts 
and  is  planning  new  buildings  for  three  of  the  four  high  schools. 
All  that  is  necessary  is  that  the  public  be  aAvakened  to  the  facts,  and 
that  adequate  measures  be  taken  to  provide  the  funds  to  carry  out  the 
program  as  it  has  been  planned. 
10146''— 20 17 


252 


A   SURVEY   OF   EDUCATION    IN    HAWAII. 


THP]    LIGHTING    OF    MCKINLEY    HIGH    SCHOOL. 

Tlie  iighting  situation  at  McKinley  ougiit  to  be  sometiiing  of  ail 
awakener.  Upon  request  Mr.  Greenly,  the  teacher  of  biology  in  the 
^McKinley  Higli  Scliool.  kindly  enlisted  his  class  in  making  a  survey 
of  the  lighting  conditions  of  the  McKinley  Building.  The  measure- 
ments vrere  taken  by  the  class  and  tabulated  for  every  room  accord- 
ing to  directions  given.  The  tabulated  data  furnished  and  verified  by 
Mr.  Greenly  were  analyzed,  and  the  following  arrays  of  facts  were 
extracted  from  them : 


Li[fhtui(f  conditions,  McKinley  Hif/Ji    School. 


Eoom"!  dhtributcd  according  to  ratios  of  length   of\ 
ii: indoles  to  width  of  room. 

Booms  distributed  according  to  ratios  cf  clear  gIas-:> 
u-indow  area  io  floor  area. 

Ratios. 

Rooms. 

Ratios. 
0  05  un  to  0  07 

Rooms. 

Tjf>s<5  thai!  1 

3 

12 
11 

0 

., 

\  up   to  3                                   •     

0  07  up  to  0  09 

I 

.\  to  ^. 

0.09  un  to  0.11  

:',    to   ^                              

OlluDtoO.lo                          

0 

0.13  up  to  0, 15 

i) 

Total 

29 

0  17  up  to  0  19 

0. 19  up  to  0, 21 

0  21  up  to  0  23                                            

;; 

Classrooms  distributed  according  to  directions  from 
which  jJiipiU  receive  the  light  from  windows. 

0  23  up  to  0  25 

0.25  up  to  0.27 

!  0  27  and  over                                        .  . . 

I 

Total 

Directions. 

Rooms. 

Left  only 

10 
5 
1 

1 
4 
2 

1 

1 

Left  aud  rear 

Rear  onl>' 

Right  Giily - 

Right  and  Ipf  t 

Right,  left,  and  rear 

Front  only .   ... 

Total 

25  i 

BUILDING    STANDARDS. 


Tlie  standard  for  proper  area  for  the  admission  of  light  is  that  the 
clear  glass  window  area  shall  be  not  less  than  25  per  cent  of  the 
floor  area  where  outside  light  is  not  good,  as  in  smoky  or  cloudy 
cities ;  not  less  than  20  per  cent  for  cities  where  the  light  is  medium ; 
and  not  less  than  16|  per  cent  under  any  circumstances,  even  where 
the  light  is  always  good.  The  latter  might  suffice  for  the  Hawaiian 
Islands  where  heavy  shade  trees  are  not  too  close  to  the  buildings, 
as  they  frequently  are,  or  where  no  building  wall  or  tree  is  nearer 
to  the  windows  than  a  distance  equal  to  twice  the  height  of  the 
obstruction,  but  it  is  better  to  have  more  than  is  needed  on  bright 
days  in  order  to  have  enough  on  dark,  cloudy  days.  It  is  seen  from 
the  table  that  12  of  the  29  rooms,  or  nearlv  half,  are  distinctly  below 


THE   PUBLIC   HIGH  SCHOOLS.  253 

the  lowest  standard,  G  are  slightly  above  the  lowest  standard,  5  are 
near  the  medium  standard,  5  are  near  the  high  standard,  and  1, 
the  chemical  laboratory,  is  well  above  it.  In  none  of  the  rooms 
do  the  Avindows  reach  to  or  within  6  inches  of  the  ceiling,  as  they 
should. 

Another  imperative  standard  of  good  lighting  which  is  violated 
liere  and  in  most  of  the  school  buildings  of  the  islands  is  that  th-e 
leiigih  of  the  windows  should  be  at  least  one-lialf  the  w^idth  of  tiie 
room.  The  table  shows  that  this  is  true  in  McKinley  for  only  3  rooms 
out  of  the  29.  In  all  the  others  the  windows  are  too  short  or  th.e 
rooms  are  too  wide  or  both.  The  three  rooms  which  have  ratios 
above  the  standard  are  not  classrooms.  They  are  the  office  and  the 
boys-  and  girls'  dressing  rooms.  These  and  the  office  are  omitted 
from  the  next  table.  When  the  table  giving  the  direction  from  Avhich 
the  pupils  receive  the  light  is  examined  the  conditions  are  found 
likewise  to  be  bad.  The  light  should  be  received  from  the  left  only. 
Til  is  is  true  of  only  10  out  of  the  29  rooms,  and  most  of  these  are 
I'ungalow  rooms,  v^hich  get  enough  light  from  the  wide  open  doors 
at  the  right  to  make  bad  cross  shadows  on  the  papers  and  the  books 
of  the  ptipils  while  they  are  studying,  reading,  or  writing.  The 
lighting  conditions  in  this  school  are  thus  seen  to  be  very  bad,  and 
they  are  made  still  vvorse  in  some  rooms  by  the  opaque  blinds,  v  hich 
cut  Oil  from  a  third  to  one-half  of  the  light  that  should  come  in. 
The  windows  in  all  scliool  btiildings  should  conform  to  the  standards 
cjuoted  al3ove,  and  when  the  light  is  too  strong  it  should  be  diffused 
by  means  of  semitransparent  amber-colored  adjustable  shades  of 
the  Draper  type. 

INADEQUACY  OF  EQUIPMEXT, 

The  auditorium  in  McKinley  is  used  for  a  study  room,  but  it  is 
totally  unlit  for  that  purpose.  It  has  the  double  seats  of  the  New 
England  cotmtry  school  of  50  years  ago — long  since  junked  in  the 
rural  schools  of  progressive  communities.  Eight  rows,  or  48  of  these 
double  seats,  are  back  of  the  rearmost  windows  and  get  no  light 
excepting  diagonally  from  the  front,  and  some  scanty  light  from  the 
hall.  Even  in  the  front  part  of  this  room  the  light  is  from  both 
sides,  and  the  cross  shadows  are  ver}'  bad.  If  this  building  is  ever 
to  be  used  for  a  school  after  McKinley  leaves  it  for  its  projected  new 
buildings,  it  should  be  thoroughly  reconstructed  and  made  hygienic 
before  it  is  occupied. 

The  equipment  of  McKinley  is  very  inadequate  excepting  in  chem- 
istry, for  which  the  et|uipment  is  nearly  sufficient  in  kind  and  char- 
acter for  present  needs.  Many  conveniences  of  a  modern  school 
chemical  laboratory,  however,  are  lacking. 


254  A   SURVEY   OF   EDUCATION    IN    HAWAII. 

The  physics  room  is  too  small  and  the  tables  are  of  poor  design, 
while  the  apparatus  is  mostl}^  out  of  date,  and  in  very  bad  and 
neglected  condition,  and  is  stored  in  a  room  away  from  v\'here  it  is 
to  be  used,  but  where  it  is  exposed  to  the  fumes  from  the  chemical 
laboratory.  Xo  sj'stem  of  order  is  evident  in  the  manner  in  which  the 
apparatus  is  stored  and  kept. 

The  biology  room  is  too  small  and  the  light  arrangement  is  bad. 
There  is  a  fair  equipment  of  apparatus,  including  30  good  microscopes. 

There  is  a  domestic-science  kitchen  with  spaces  for  18  pupils  but 
having  few  of  the  modern  conveniences. 

The  business  department  equipment  consists  of  35  typewriting 
machines.  There  are  none  other  of  the  modern  office  conveniences 
or  appliances  which  now  constitute  an  important  part  of  the  equip- 
ment of  our  best  commercial  high-school  courses. 

The  map  equipment  is  far  beloAv  par,  and  more  good  maps  are  needed 
in  many  de}:>artments.  There  are  about  6  good  m.aps  in  the  school 
and  about  IT  good  charts  (Tabulae  Cybulski)  for  use  in  the  first 
and  second  years  of  the  Latin  course.  There  should  be  a  full  set 
each  of  physical  maps,  political  maps,  historical  maps,  and  a  gen- 
erous assortm.ent  of  "blackboard"  outline  maps.  An  effort  should 
be  made  also  through  the  coming  years  to  collect  an  assortment  of 
pictures  of  educative  and  artistic  value  for  the  decoration  of  the  walls. 

There  is  no  art  equipment  and_  no  definite  courses  or  secjuence  of 
courses  are  given  in  free-hand  drawing,  color,  and  design.  Neither 
is  there  any  equipment  for  manual  training. 

The  Hilo  High  School  building  is  worse  than  the  McKinley  build- 
ing. The  equipment  for  physics  is  much  better  tlian  that  of  ISIcKin- 
ley,  is  better  arranged  and  has  received  better  care.  For  chemistry 
there  is  not  enough  space  or  equipment  for  the  number  of  pupils  in 
the  class.  The  biology  equipment  is  not  yet  adequate.  Orders  have 
been  placed  for  additional  biological  and  physical  apparatus,  but 
they  have  not  yet  been  secured.  The  laboratories  are  crowded  and 
ill-arranged.    The  school  has  a  limited  equipment  for  woodworking. 

It  is  clear  from  what  has  been  said  that  tliere  is  urgent  need  for 
the  new  buildings  and  grounchs  that  are  being  planned  for  the  high 
schools.  In  connection  with  working  out  tlie  details  for  the  build- 
ings and  equipment,  it  is  recommended  that  those  concerned  make 
a  careful  study  of  the  best  references  on  the  subject.  Among  these 
the  following  are  likely  to  be  especially  useful  : 

Dresslar,  F.  B.  American  Schoolhouses.  U.  S.  Bureau  of  Education,  Bulle- 
tin No.  5,  1910. 

Bliss,  D.  C.  MetlKKis  and  Standards  for  a  I.ocal  School  Survey.  D.  C.  Heath 
&  Co.,  Boston. 

Twiss,  G.  R.  The  Principles  of  Science  Teachiui?.  ]\Iacniillan  &  Co.,  I^'ew 
.  York.     1917. 


I 


THE   PUBLIC    HIGH    SCHOOI^.  255 

TLAXS  FOIJ  NEW  HIGH  SCHOOL  BI  ILDINGS, 

The  writer  has  examined  the  sketches  for  the  McKinley  High 
School  layout  and  conferred  with  the  architect  and  Principal 
GiA^ens  concerning  the  plans.  The  plans  provide  for  a  campus 
of  14  acres  and  a  10-acre  athletic  field,  with  grouped  build- 
ings connected  by  cloistered  walks.  Fifty  thousand  dollars  have  been 
appropriated  for  the  purchase  and  preparation  of  the  grounds  and 
$90,000  for  the  iirst  building.  Other  buildings  will  be  added  later,  as 
appropriations  are  secured.  It  is  gratifying  to  be  able  to  say  that 
the  proposed  plans  as  described  by  the  architects  and  principal  are 
both  excellent  and  comprehensive.  The  writer  was  told  that  in  the 
plans,  Avhen  completed,  pi  actically  all  the  points  of  special  import- 
ance with  reference  to  school  hygiene,  educational  facilities,  and  ad- 
ministrative conveniences  about  Avhich  special  inquiry  was  made 
would  be  provided  for.  If  the  plans  are  carried  out  as  indicated, 
the  ncAv  high  school  buildings  will  be  a  source  of  pride  and  satis- 
faction to  the  Territory  for  years  to  come.  It  remains  for  the  peo- 
ple and  the  legislature  to  put  this  big  project  across  and  make  it 
complete  and  creditable  in  all  its  details. 


Chapter  VII. 
THE  UNIVERSITY  OF  HAWAII. 


Contexts. — 1.  Public  liigii-school  system:  Cuilese  entrance  subjects;  private  pre- 
paratory schools;  colleges  attended  bj'  f^ocondary  school  gi-aduates.  2.  Higher  education, 
in  Hawaii  :  Relation  of  university  to  Federal  and  Territorial  Governments  ;  organizatiofl 
and  administration  ;  internal  administration  ;  internal  reorganization  needed  ;  equipment ; 
training  and  experience  of  faculty  ;  remuneration,  relations,  and  worlc  of  faculty  ;  pro- 
posed faculty  expansion;  new  dopartmenls  ;  student  attendance  and  racial  distribution; 
entrance  requirements ;  special  students  ;  students'  term  load  ;  the  graduates ;  income  and 
costs.  3.  Development  of  a  University  of  Hawaii :  Graduate  and  professional  schools  ; 
need  for  training  teachers  ifor  high  schools ;  research  functions ;  service  to  the  com- 
munity ;  reporting  to  constituency,     4.   Summary  of  recommendations. 


1.  THE  PUBLIC  HIGH  SCHOOL  SYSTEM. 

The  Territoiy  of  ITawaii  has  four  public  high  schools :  McKinley 
Higli  School,  at  Ilonoluhu  with  TTl  students;  Hilo  Righ  School,  at 
Hilo,  on  Hawaii,  with  292  students ;  the  high  school  at  Hamakuapoko, 
on  Maui,  with  73  students;  the  high  school  at  Lihue,  on  Kauai,  with 
58  students.  About  one-third  of  all  the  high-school  students  in  the 
Territoiy  are  registered  in  the  college-entrance  curriculum.  In  all 
these  schools,  except  the  high  school  on  Maui,  the  great  majority  of 
the  students  come  from  non-English-speaking  families. 

The  program  of  studies,  as  prescribed  by  the  department  of  pub- 
lic instruction,  provides  for  three  curriculums  in  the  Territorial  high 
schools:  A  college-entrance  curriculum,  a  commercial  curriculum, 
and  a  general  curriculum.  Each  of  the  four  hic'h  schools  offers  the 
three  curriculums  except  that  no  commercial  work  is  oifered  at  Hama- 
kuapoko. The  college-entrance  curriculum,  as  outlined  by  the  de- 
partment of  public  instruction,  is  ample  to  secure  entrance  at  the  vast 
majority  of  colleges  accepting  students  on  the  certificate  plan.  In 
most  cases  the  subjects  thus  prescribed  are  actually  offered  at  the 
various  high  schools.  However,  the  actual  subject  requirements  made 
by  the  high  schools  for  prospectiA^e  college  entrants  is  in  some  cases 
less  than  the  amount  required  for  entrance  to  certain  colleges  and  less 
than  the  amount  actually  offered  in  the  school.  Hence  the  student 
enrolled  in  the  college-entrance  curriculum  is  not  always  required  to 
take  the  full  amount  of  work  in  certain  subjects  necessar}^  for  matri- 
culation at  the  college  of  his  choice,  although  the  work  is  usually 
offered  and  may  be,  in  some  cases,  elected  voluntarily  by  the  student. 
256 


THE    UInIVEESITY    OF    HAWAII.  257 

Cv)LLEGE  EXTKANCE  SUBJECTS. 
ENGLISH. 

The  completion  of  a  four-j^ear  course  in  English,  covering  the 
standard  college-entrance  requirements,  is  a  requisite  for  graduation 
for  students  in  the  college-entrance  curriculum  at  each  of  the  four 
high  schools.  In  this  particular  there  is  no  variation  from  the  gen- 
erally accepted  standard. 

Especial  mention  should  be  made  of  the  plan  no^v  in  use  in  the 
freshman  class  at  McKinlev  High  School  in  the  teaching  of  English. 
A  separate  division  has  been  formed  for  those  students  who  through 
unusual  ability  or  home  training  speak  English  fluently.  Entrance 
to  this  division  unposes  no  test  of  nationality  whatsoever,  but  is  con- 
ditioned upon  ability  to  pass  written  and  oral  examinations  in  Eng- 
lish. It  is  felt  by  the  authorities  that  it  is  as  unfair  to  train  in  the 
same  class  pupils  of  v\ddely  different  preparation  and  ability  in 
English  as  it  vrould  be  to  train  together  inipils  of  similarly  diverse 
preparation  in  mathematics  or  any  other  subject.  This  course  of 
action  brought  forth  sharp  protests  of  unfair  discrimination  from 
the  parents  of  some  of  the  children  and  was  eventually  brought  be- 
fore the  grand  jury  for  decision.  The  majority  of  the  jury  favored 
the  school  authorities  by  finding  in  the  plan  no  "  unfair"  discrimina- 
tion, but  merely  an  effort  to  secure  proper  educational  classification. 
The  plan  contemplates  that  any  pupil  in  a  '"lower"  division  who 
shall  bring  his  English  work  up  to  the  required  standard  shall  be 
promoted  to  the  '*  upper ''  division.  Personal  inspection  of  tlie  work- 
ing of  this  plan  leads  the  commission  to  believe  that  it  is  a  wise  one, 
involving  no  racial  discrimination  whatsoever,  but  m.erely  insisting 
upon  proper  classification  of  students  by  ability  and  training.  The 
commission  believes  that  the  standard  college-entrance  requirement 
program  in  English  is,  in  the  main,  unsuited  to  the  needs  of  the 
pupils  whose  home  language  has  not  been  English.  As  proof  there 
is  quoted  herewith  the  composition  of  a  Chinese  boy  in  the  freshman 
class  of  one  of  the  high  schools  of  the  Territory.  This  work  is  pos- 
sibly somewhat  below  the  average  ability  of  students  of  this  class, 
but  it  is  at  least  illuminating  : 

MY    DOG. 

Two  years  ago  I  went  to  my  friend's  home  for  a  visit.  :My  friend  lias  seven 
little  dogs  about  one  month  old.  He  asked  me  if  I  want  a  little  dog.  I  was 
surprise  of  little  dog,  so  I  took  a  male  one.  I  thanked  him  very  much  and  I 
went  with  the  little  dog.  I  put  him  in  a  little  box  for  him  to  slept  in.  He  cried 
during  the  first  night  because  he  was  lonesome.  I  named  him  Jimmy,  and  I 
fed  him  with  rice  and  meat.  He  gi'ew  very  large  in  four  months.  He  has 
yello-u^  and  white  shaggy  hair. 


258  A  SUKVEY  OF  EDUCATION   IN   HAWAII. 

I  taught  him  how  jumped  and  played  in  the  grasses,  and  he  could  jumped 
about  six  feet  high.  He  loved  to  played  with  cats  and  chickens.  I  taught  him 
how  to  swim ;  first  he  was  scared  of  water.  I  threw  him  in  the  river  and  let 
liim  swam  ashore.  After  he  was  very  fond  of  swimming,  and  he  chased  the 
ducks  in  the  river.  He  has  only  one  master,  and  he  followed  me  every  time 
when  I  go  some  places.  I  used  to  go  hunting  and  tramping  with  him.  He  grew 
as  a  old  dog  now,  and  he  is  still  lived. 

To  f)rescribe  for  the  writer  of  the  above  a  high-school  English 
course  abounding  in  the  works  of  Shakespeare,  Milton,  and  the 
earlier  English  writers  is  manifestly  absurd.  The  schools  of  Hawaii 
have  the  duty  and  the  right  to  work  out  a  special  substitute  course  in 
the  best  modern  English  to  meet  the  needs  of  such  students.  On  the 
other  hand,  English-speaking  children  and  others  of  unusual  ability 
have  the  right  to  proceed  with  the  customary  program  unhindered. 
Colleges  should  take  these  facts  into  consideration  in  passing  upon 
the  entrance  requirements  in  English  of  high-school  graduates  from 
Hawaii. 

MATHEMATICS. 

Each  of  the  high  schools  offers  from  one  and  a  half  to  tAvo  years 
of  algebra,  a  year  of  plane  geometry,  a  half  year  of  solid  geometry, 
and,  in  addition,  a  half  year  of  trigonometry.  There  seems  to  be  a 
tendency  not  to  require  enough  mathematics  in  the  college-entrance 
course.  Thus,  for  example,  at  McKinley  High  School  only  two 
units  are  required  (one  year  in  algebra  and  one  year  in  plane  geome- 
try). College-entrance  requirements  would  be  more  generally  met 
by  offering  in  all  high  schools  at  least  one  and  one-half  years  of 
algebra,  a  year  of  plane  geometry,  and  a  half  year  of  solid  geometry 
(particularly  for  prospective  engineering  students),  a  total  of  three 
units.  The  teaching  of  trigonometry  in  the  high  schools  is  not  gen- 
erally required  from  the  college-entrance  standpoint,  except  for  some 
engineering  colleges.  In  view  of  the  lack  of  teaching  force  often 
complained  of,  it  might  well  be  made  elective  and  be  given  only  in 
alternate  years. 

rOREIGN    LANGUAGES, 

Latin  and  French  are  the  foreign  languages  generally  taught  in 
the  high  schools  of  Hawaii,  although  the  entire  four  years  of  Latin 
are  being  offered  only  at  Plonoluiu  and  Hamakuapoko.  Spanish  is 
offered  at  Honolulu  and  Hilo.  The  McKinley  High  School  is  the 
only  high  school  having  a  definite  language  requirement  in  the  col- 
lege-entrance course,  and  here  this  requirement  covers  two  years. 
The  commission  is  informed  that,  as  a  matter  of  actual  practice, 
students  preparing  for  college  entrance  at  both  Hamakuapoko  and 
Hilo  all  take  some  language.  The  situation  in  the  Lihue  High 
School  on  Kauai  is  particularly  unfortunate.     The  commission  found 


I 


THE    UXIVEESITY   OF    HAWAII.  259 

that  owing  to  the  hick  of  a  teacher  only  one  class  in  foreign  hmguage 
of  any  sort  is  being  carried  on — a  class  in  first-year  Latin.  Xo 
modern  foreign  language  Avhatsoever  is  being  offered. 

SCIENCE    AND     HISTORY. 

Three  of  the  four  high  schools  offer  four  years  of  science,  as  fol- 
lows:  First  3^ear,  general  science;  second  year,  biology;  third  and 
fourth  3^ears,  chemistry  and  physics.  The  high  school  at  Hamakua- 
})oko  Avas  at  the  time  of  visitation  without  the  services  of  a  science 
teacher  and  no  courses  in  science  ^^ere  being  given.  This  latter 
school  requires  chemistry  and  physics  in  the  college-entrance  course ; 
McKinley  requires  two  yenvs  of  science;  while  at  Hilo  there  is  no 
definitely  stated  requirement. 

The  equipment  in  chemistry  is  fairly  adequate,  except  at  Hama- 
laiapoko,  where  the  few  desks  are  poorly  arranged  and  sufficient  for 
but  four  students,  Hamakuapoko  is  also  sadl}^  deficient  in  even  the 
most  elementary  equipment  for  the  teaching  of  physics.  In  fact, 
Hilo  is  the  only  one  of  the  four  high  schools  with  even  a  fair  equip- 
ment in  this  branch.  In  biology  McKinley  High  School  is  amply 
prepared  for  work  with  an  equipment  of  30  microscopes.  Tlie  other 
schools  are  undersupplied  in  this  respect. 

All  high  schools  require  one  year  of  American  history  and  ofter 
a  three  or  four  year  course  covering  ancient,  medieval,  and  modern 
histor3^ 

THE  TEACHIX(;  FOKCE. 

The  Territory  is  fortunate  in  having  in  its  service  a  corps  of  well- 
equipped  high-school  teachers  and  principals.  The  teachers,  with 
few  exceptions,  hold  degrees  from  standard  colleges  of  the  mainland 
and  have  had  sufficient  experience  and  professional  training  in  the 
work  to  fit  them  for  efficient  classroom  activity.  A  number  hold 
the  master's  degree  or  have  done  equivalent  graduate  work.  Close 
personal  inspection  by  members  of  the  commission  leads  to  the  belief 
that  in  this  respect  the  high  schools  of  HaAvaii  are  on  an  equality 
with  the  standard  secondary  schools  of  the  mainland.  Even  better 
results  could  doubtless  be  obtained  by  a  closer  interrelation  of  inter- 
ests through  departmental  supervision  covering  all  four  schools  and 
closer  agreement  in  the  outline  of  subjects  taught,  as  well  as  by 
occasional  departmental  meetings. 

THK   PKOGKAM   OF   STUDIES. 

Tlie  program  of  studies  issued  by  the  department  of  public  instruc- 
tion prescril)es  a  standard  college-entrance  curriculum.  Xo  student 
in  the  regular  college-entrance  curriculum  should  be  allowed  to  carry 


260  A  SURVEY  OF   EDUCATION   IN   HAV/AII. 

more  than  four  subjects,  except  in  cases  of  especial  and  weli-demon- 
stratecl  ability.  A  total  of  16  units  of  Avell-performed  work  in  the 
four-year  course  will  satisfy  the  entrance  requirements  of  most  col- 
leges if  the  subject  requirements  are  carefulh^  defined.  Although 
periods  of  45  minutes  in  length  are  definitely  prescribed  and  are 
generally  required  in  estimating  college-entrance  work,  the  Terri- 
torial high  schools  are  disregarding  this  point  and  cutting  the  normal 
period  short  by  from  5  to  7  minutes. 

reco:m3iendatioxs 

Regarding  the  college-entrance  curriculum  in  the  public  high  schools 
of  Hawaii,  the  commission  makes  the  following  recommendations : 

1.  That  the  soundness  of  the  principle  of  the  division  of  students 
in  English  as  now  used  in  the  j6.rst-year  work  at  McKinle}-  High 
School  be  recognized  and  extended  to  all  high-school  classes  in  Eng- 
lish where  numbers  warrant  such  procedure. 

2.  That  a  specially  adapted  curriculum  in  English  be  phinned  for 
the  children  of  non-English-speaking  families  and  for  others  of  poor 
preparation  and  less  ability,  and  that  more  time  be  devoted  to  this 
work  with  such  students,  even  though  such  action  result  in  the 
necessity  of  a  longer  period  than  fom^  years  for  preparation  for 
college. 

:^.  That  the  college-entrance  curriculum  as  prescribed  by  the  de- 
partment contain  16  units,  8  of  which  shall  be  made  in  the  last  two 
years, 

4:.  That  the  class  period  in  all  iiigh  schools  be  extended  to  cover 
45  minutes. 

THE    PRIVATE    PREPARATORY    SCHOOLS.^ 

By  reason  of  the  peculiar  racial  situation  in  Hawaii,  a  majority  of 
the  Caucasian  students  of  high-school  age  attend  private  prepara- 
tory schools.  These  private  institutions,  all  located  in  or  near  Hono- 
lulu, prepare  students  for  college  entrance  and  have  sent  graduates 
to  various  colleges.^  These  schools  are  Punahou  Academy,  ]Mills 
High  School  of  Mid-Pacific  Institute,  and  Honolulu  Military 
Academy.  The  great  majority  of  white  students  have  been  pre- 
pared for  college  at  Punahou  Academ3^  which  has  been  practically 
alone  in  its  field  of  effort  since  its  foundation  in  1841.  In  fact, 
Punahou  Academy  has  served  in  all  but  name  as  the  high  school  for 

^Tho  survey  does  not  inclutle  preparatory  scnools  conducted  under  the  auspices  of  tbo 
Catholic   Church. 

2  The  lolani  School,  under  denominational  supervision,  also  maintains  a  college  pre- 
paratory course  from  which  a  limited  number  of  students  hav^*  entered  collejie.  The 
commission  regrets  its  inability  to  secure  accurate  figures  regarding  this  institution. 


THE   UNIVERSITY   OF   HAWAII. 


261 


the  majorit}^  of  white  inhabitants  of  the  islands,  wiio  have  paid  the 
tuition  fee  charged  rather  than  attend  the  free  public  high  schools. 
It  is  coeducational  and  has  in  the  four  upper  classes  an  attendance  of 
228.^  In  1911  the  Honolulu  Militaiy  Academy  was  founded  as  a 
bo3^s'  boarding  school  with  military  discipline  and  training.  It  has 
at  present  an  attendance  of  approxim_ately  100  boys,  about  one-third 
of  whom  are  in  the  academic  or  high-school  department.  Mills  In- 
stitute furnishes  a  boarding  school  for  oriental  students,  with  an 
attendance  of  125  in  the  high-school  course. 

All  of  these  schools  have  been  successful  in  preparing  students  fur 
college  entrance.  The  large  faculty  and  excellent  equipment  of 
Punahou  place  it  in  equal  rank  with  the  leading  private  preparatory 
schools  of  the  mainland.  "While  the  other  schools  mentioned  are  not 
so  adequately  equipped  for  science  teaching,  the  members  of  the 
teaching  staffs  are  carefully  chosen  and  good  scholastic  standards 
are  maintained. 

SOURCES  OF  SUPPLY  FOR  THE  UXTVERSITY  OF  HAVrAII. 

Tlie  following  tables  have  been  compiled  to  gi^e  data  regarding 
students  prepared  for  college  entrance  at  the  variou.s  public  and  pri- 
vate schools  in  the  islands. 

i<e<-iJ!Hhin/  m-ltocl  <ini<Jiuitc^  irifh  16  units  or  more  of  credit,  dixti-ihutcd  hu  raccsi, 

Hawaii  1910-1920. 


?:Cll00ls 


Amer- 
ican. 


McKinley  High  School,  Hon- 
oluUi: 

Boys 

Girls 

Hilo  High  School,  Hawaii: 

Bovs 

Girls 

Haniakuapoko  High  School, 
Maui  (4  classes):' 

Bovs 

Girls 

Lihue  High  School,  Kauai 
CI  class): 

Bovs 

Girls 

Puiiahoii  Academv: 

Boys 

Girls 

Mills  High  School  (7  classes): 

Boys 

Honolulu  Mihtarv  Acaderav 
(I  cla5.0;: 

Boys 


Portii-;  other 
guese.  j -whites. 


'^^ 


127 

104 


Total  Lx)V3 
Total  girls. 


Grand  total. 


174 
233 


25 


Japa-  ; 

Chi- 

nese. 

nese. 

53 

SI 

fi 

29 

21 

11 

Other  i 
foreign-i  Total. 


127 
11 


150 
46 


138 


196 


34- 


377 
81 


911 


Catalogue  for  1918-19. 


a  Korean. 


262  A  SURVEY   OF   EDUCATION   IN   HAWAII.  | 

1 

An  esamination  of  the  figures  here  tabuhited  shows  some  inter-  | 
esting  facts.     While  the  white  American  population  of  the  islands  ] 
constitutes  but  a  very  small  percentage  (about  14  per  cent)   of  the  \ 
total  population,  yet  this  numerical^  insignificant  class  has  furnished 
407  out  of  a  total  of  911  secondary-school  graduates  during  the  last 
decade,  or  about  45  J  per  cent.    The  second  place  is  held  by  the  Chinese 
with  196  graduates,  representing  214  per  cent  of  the  total.     The  Japa- 
nese with  their  great  numerical  superiority  on  the  other  hand  have 
contributed  only  138  graduates,  about  15  per  cent.     These  figures 
vrould  seem  to  refute  the  charge,  so  often  heard,  that  secondary  and 
collegiate  education  are  responsible  for  drawing  large  numbers  of  the 
oriental  population  away  from  laboring  groups. 

The  above  figures  are  particularly  important  since  they  define  with  j 
considerable  accuracy  the  maximum  limits  from  which  the  Territorial 
university  may  recruit  its  students.  It  should,  of  course,  l^e  borne  in 
mind  that  the  number  would  be  actually  somewhat  greater  if  the- 
graduates  of  Catholic  secondary  schools  were  included.  There  isl 
also  to  be  considered  the  factor  represented  by  students  entering  the  - 
University  of  Hawaii  from  the  mainland.  Neither  of  these  elements, 
however,  vrould  make  any  considerable  difference,  and  it  is  safe  to 
assume  thnt  the  yearly  average  number  of  secondary-school  gradiuites 
from  which  the  University  of  Hawaii  might  hope  to  secure  regularly 
matriculated  candidates  for  its  freshman  class  has  not  during  the 
past  decade  exceeded  100.  At  least  three  additional  facts  must  be 
taken  into  consideration  in  determining  the  probable  field  at  the 
present  time.  The  first  is  the  strong  tradition  which  exists  in  the 
islands  in  favor  of  sending  students  to  mainland  colleges.  The  con- 
templated establishment  of  a  college  of  arts  and  sciences  at  the  Ter- 
ritorial institution  will  doubtless  have  its  effect  in  influencing  a  con- 
stantly increasing  number  of  students  to  secure  their  college  course  at 
home.  The  second  point  of  importance  lies  in  the  fact  that  a  large 
percentage  of  each  year's  secondary-school  graduates  have  not  pre- 
pared themselves  with  college  in  view,  but  have  graduated  from  the 
so-called  business  or  general  courses. 

The  third  factor  lies  in  the  fact  that  the  number  of  secondary* 
school  graduates  will  doubtless  each  year  show  a  certain  increase. 
Of  the  seven  schools  considered  only  three  have  graduated  students  ■. 
(prepared  to  enter  college)  during  the  entire  10-year  period.  Of 
the  remaining  four  schools,  two  have  graduated  such  a  class  only  | 
during  the  past  3^ear,  another  has  graduated  four  classes,  and  another 
seven.  It  will  be  enlightening  to  examine  into  the  actual  number  of 
graduates  of  secondary  schools  who  have  attended  college  and  also 
into  the  matter  of  their  choice  of  college.  The  figures  given  are  com- 
piled on  the  same  basis  as  those  of  the  preceding  table — that  is,  they 


THE    UNIVERSITY   OF   HAWAII. 


263 


are  based  upon  the  records  of  the  911  graduates  of  the  past  decade,  as 
shown  by  reports  from  the  principals  of  the  schools  in  question : 

Secondary-school  nradiiate.s,  Hoiraii   ( lfiJG-1020),  uttcndiiig  coIUfic.'' 


i      Total 
!  graduates. 


Mclvinley  High  School,  Honolulu. 

Hilo  High  School,  Hawaii 

Haraakuapoko  High  School,  Maui. 

Lihiie  High  School,  Kauai 

Punahou  Academy 

Mills  High  School 

Honolulu  Military  Academy 


345 

77 

21 

7 

377 

SI 

3 


Number 

attending 

college. 


Per  cent 

attending 

coUege. 


18 
15 

4 

236 

41 

3 


+22 
+23 
+71 
+57 
-63 
-51 
100 


Total. 


911 


393 


+« 


1  '•College''  is  here  used  in  it 
school  graduates. 


bioadost  sense,  to  include  insUtution.s  of  all  types  receiving  secondary 


From  the  figures  just  given  it  is  evident  that  the  four  public  high 
schools  have  during  the  last  decade  sent  only  ll-i  students  to  college, 
while  the  private  schools  have  sent  280.  The  following  table  shows 
vrhore  these  -^98  students  attended  college.  In  the  case  of  stiulents 
attending  two  or  more  institutions,  the  college  of  their  first  choice  is 


HUjlicr  iu.stitufioiis  attended  by  secondary  school  yraduatcx  of  Haivaii,  1910- 

1920. 


Mc- 
Higher  institution  attended.         i  ^^^^' 
I  School. 

Hilo 
High 
School. 

Hama- 
kua- 
poko 
High 

School. 

Lihue 
High 
School. 

Puna- 
hou 
Acad- 
emy. 

■ 

Mills 
High 
School. 

Hono- 
hilu 
Mili- 
tary 

Acad- 
emy. 

Total. 

Ame-^                                                       '           1 

1            1            ! 

J 

1            1 

1 
1 

t 

Art  school 1 

Boston  University 1 

*  ■  1            i 



2 

...   : i 



1 

1 

HI 
1 
1 
1 
4 

16 

2 

University  of"  Califoniia  '.'....'.'. j " "    iU            4  i          4   

Case                                                                   .       . .      ' 

6 

1 

56 
1 

University  of  Cin^'innati                                       ■ 

1 

1 

2 

Columbia                                                '          -  -  - 

4 

22 

'2 



1 

Dartmouth 



1 

3 

Dental  college'; 

5 

5 

!            !           r 

I 

..." 

1 

Dickinson             '                                           

1 i"'"  '     1'" 

2 

!                         1 

1 
Iti 

I 

1    

17 

Univcr^it  y  of  ilawaii 

29 

3' 

4               1             'u 

18 

1 


113 

Uif'versity  of  Illinois 



1 !        1 

3 

TTnivprviil  V  nf  Trrvva 

1 

.     J 

1 

Lehigh     ' 

1 

1  

1  

........ 

1 

i 

1 

1 

Massachusetts  Institute  of  Technology 

i 

1     ... 

2 

10 
2 

1 

1 

2 

3  i            2 

1 

11 

Mills  ..    ■       ^        -''        

1 



2' 



........ 





10 

1 

5 

University  of  Montana 



1 

Onllpcp  nf  Xttmip 

1 

1 

3 

T^nivrrssif V  nf  Nnrlh  F>aVnt,a 

1 

! 

1 
2 

;;;;i; 

1 

^ni  thu'pstpm 

1 
1 

1 

5 

OljerUn 

::;:;;;;l;:::::::i 2' 

3 

264 


A  SURVEY  OF   EDUCATION   IN   HAWAII. 


Uiijhrr  institutions  uftcnded  hy  sccotulartj  school  ynuJuatcs  of   lldiruli,  ifnO- 

1920—Conthmea. 


Highor  iasUiulion  altemkHl. 

Mc- 
K  in  ley 

High 
School. 

Hilo- 
High 

School. 

Hama- 
kua- 
poko 
High 

School. 

Lihuc 

High 

School. 

Puna- 

hoii 

Acad- 

emj-. 

Mills 

High 

School. 

Hono- 
lulu 
Mili- 
tary 
Acad- 
emy. 

Total. 

Oregon 

1 

....... 

1 

College  of  Pharmacy 

1 

1 

J 

Pomona ! 

2 

....       .1 

2 

Purdue 

1 

1 

1 

Simmon^ 

i  i 



I 

Smith 

10  ! 

13               1 

10 

Stanford .     . 

' 

6 

2 

'/'■, 

St.  Lawrence 

1 
1 

1 

Swarthmorc 

■':::: 

■"  1 



'> 

Svraciisc 

■il:::::': 

r, 

Teachers'  colleges 

1                        ; 

Tri-State i               i             "1 

1 

Unknown 

9!            l| 

1 

li 

Valparaiso 

Vassar 

1 

1 

1 

AYashintiton 



1     1                     1 

n 

Welleslev 1 

2 

I 

2 
1 

9 

WentAvorth  Institute 1           .J 

1 

Weslevan i              i 

1 

2 

Western  Reserve ' 1 

1 

I 

WcstPoint ! 



2 

2 

William  Jewell ..J i 

1  1 

1  1 

2  i 

14  1            1 

1 

Williams.  . 

1              1 

\ 

Ya}[cy...////^'.v^y  "////// ""///..'. 

1 



Ifi 

1 

Total 

70  :          18            15 

4           2.35             .11  ;            3 

3&3 

The  University  of  Hawaii  has  attracted  only  113  students  out  of 
a  total  of  393  who  have  gone  to  college,  i.  e.,  nearly  29  per  cent. 
This  figure  is  doubtless  low,  as  compared  with  the  local  drawing 
power  of  most  of  the  mainland  colleges.  It  must  be  remembered, 
however,  that  the  lO-j-ear  period  in  question  includes  the  whole 
life  of  the  Territorial  college,  from  the  time  ox  its  foundation  as 
a  new  institution,  and  that  until  1919  no  academic  course  was 
offered.  It  is  particularly  interesting  to  note  that  of  the  class  of 
1919  of  Punahou  17  out  of  a  total  of  30  Vvho  continued  tlieir  edu- 
cation entered  the  local  college.  This  is  significant  in  view  of  the 
fact  that  the  class  entering  in  the  fall  of  1919  Vv^as  the  first  class 
to  whom  the  opportunity  of  registration  in  the  course  in  liberal 
arts  Avas  offered. 

2.  HIGHER  EDUCATION  IN   HAWAII. 


OI'TLIXE  OF  THE  SITUATION. 

j>Iost  of  the  States  of  the  I^nion  have  adopted  systems  of  State- 
supported  higher  education.  In  most  cases  tliese  systems  repre- 
sent the  result  of  natural  development  rather  than  of  any  prear- 
ranged plan.  Only  the  newer  States  have  been  fortunate  enough 
to  profit  by  the  study  of  undesirable  conditions  in  other  communi- 
ties, and  some  of  these  have  wisely  avoided  duplication  of  work  and 


THE   UNIVERSITY   OF   HAWAII,  265 

lack  of  centralization  of  ett'ort  and  supervision.  Twenty  States 
(Arizona,  Arkansas.  California,  Florida,  Georgia,  Idaho,  Illinois, 
Iventuck;^',  Louisiana,  Maine,  Minnesota,  Missouri,  Nebraska.  Ne- 
vada, Ohio,  Tennessee,  Vermont,  West  Virginia,  Wisconsin,  and 
Wyoming)  have  used  tiie  plan  of  combining  the  miiversity  and 
the  agricultural  college  in  the  same  place  and  under  the  direction 
of  one  president  and  one  board.- 

The  Territory  of  Hawaii,  through  its  legislature  of  1019,  adopted 
the  same  wise  policy  when  it  enacted  a  bill  which  will  create  in 
19:20  the  University  of  Hawaii  on  the  foundation  of  the  present 
College  of  Hawaii,  originally  organized  by  the  legislature  of  1907, 
as  a  college  of  agriculture  and  mechanic  arts,  and  enjoying  the 
benelits  of  the  ^lorrili  Act  of  1890  and  of  the  Nelson  amendment 
to  the  Morrill  Act,  passed  in  1907. 

There  are  no  private  institutions  of  higher  education  in  Hawaii. 
Thus  the  Territory  presents  the  unique  spectacle  of  a  political 
subdivision  of  considerable  size  and  population  isolated  geographi- 
cally from  the  rest  of  the  world  and  possessing  oidy  one  higher 
educational  institution.  All  these  facts  render  the  problem  pre- 
sented in  the  Territory  a  peculiarly  simple  one,  in  so  far  as  dupli- 
cation of  effort  and  overlapping  of  field  is  concerned.  There  is  no 
duplication,  and  the  University  of  Hawaii  is  alone  in  its  field. 

Briefly  stated,  the  history  of  liigher  education  in  Hawaii  is  as 
follows :  Stimulated  by  the  congressional  grant  known  as  the  second 
Morrill  Act,  the  Territorial  legislature  in  1907  established  the  Col- 
lege of  Hawaii,  pro^'iding  for  a  college  of  agriculture  and  mechanic 
arts,  offering  courses  in  agriculture,  engineering  (mechanical,  elec- 
trical, and  civil),  household  economics,  and  general  science.  During 
the  first  jeixv  the  college  gave  instruction  to  6  regular  students,  5 
preparatory  students,  22  special  students,  and  to  61:  students  taking- 
lectures  and  practice  work  in  subjects  especially  provided  for  them. 
During  the  biennium  of  1907-1909  the  college  enjoyed  an  income  of 
$65,000  from  Federal  sources  and  $25,000  fix)m  the  Territorial  legisla- 
ture, and  was  housed  in  two  temporary  buildings  in  the  residential  sec- 
tion of  Honolulu.  In  1911  the  legislature  appropriated  $75,000  for 
the  construction  and  furnishing  of  a  college  building  on  a  tract  of  90 
acres  previously  acquired  in  the  Manoa  Valley  on  the  outskirts  of 
the  city,  and  in  the  fall  of  1912  the  college  moved  to  this,  its  present 
location. 

From  the  first  the  conception  of  the  usefulness  of  a  public  institu- 
tion of  higher  education  to  the  Territorial  community  seems  to  ha^.e 
been  a  broad  one.  The  report  of  the  board  of  regents  for  the  first 
biennium  (1907-1909)   suggests,  for  the  future  development  of  the 

i  For  a  fuller  descViptiou  of  varying  sj-stems,  see  State  Higlier  Educational  Instit«tion.s 
of  North  Dakota,  Bulletin,  1916,  No.  27,  of  the  Bureau  of  Education. 


266  A   SUKVEY   OF   EDUCATIOX    IX    HAWAII. 

college,  study  and  research  in  such  matters  as  agricultural  conditions 
peculiar  to  Hawaii,  as  in  the  raising  of  sugar  cane,  pineapples,  coffee, 
rubber,  etc.;  forest,  mineral,  and  water  conservation;  animal  hus- . 
bandrv:  engineering  (municipal,  commercial,  and  manufacturing); 
economics ;  government ;  etc.  From  the  time  of  the  removal  of  the 
plant  to  the  Manoa  Valley  a  definite  building  plan  was  adopted.  In 
such  broad  matters  of  policy  it  may  be  truly  said  that  the  people  of 
Hawaii  have  been  f arsighted  in  planning  for  the  development  of  their 
Territorial  college. 

31anifestly  the  most  pressing  problems  of  the  islands  have  to  do 
with  agriculture.  Hence  it  is  only  fair  to  conclude  that  the  operation 
and  sujDport  of  the  college  of  agriculture  and  mechanic  arts  are,  and 
must  remain,  the  chief  concerns  of  the  Territory,  although  the  de- 
velopment of  a  University  of  Hawaii  Avith  a  college  of  arts  and 
sciences  has  already  been  determined  upon  as  a  logical  forward  step. 
The  activity'  of  such  a  college  of  agricultui^  and  mechanic  arts 
needs  be  by  no  m_eans  limited  to  agriculture  alone.  Engineering 
plays  an  important  part  in  the  development  of  the  Territory.  Prob- 
lems of  road  and  bridge  building  are  ever  present :  irrigation  is  the 
very  life  of  agriculture;  the  extension  of  telegraphs  and  railways 
will  undoubtedly  continue,  and  problems  of  harbor  facilities  and  of 
interisland  navigation  and  commerce  are  still  far  from  ultimate  solu- 
tion. In  a  semitropical  climate  like  that  of  Hawaii  the  services  of 
the  chemist,  the  entomologist,  the  biologist,  and  the  bacteriologist 
are  always  in  dem.and.  Such  local  needs  as  these  will  continue  to 
direct  the  activities  of  the  University  of  Hawaii  along  the  channels 
of  practical  usefulness  and  to  justify  the  original  establishment  of  the 
college  of  agriculture  and  mechanic  arts. 

RELATION    OF    THE    UNIVERSITY    TO    FEDERAL    AND    TERRITORIAL    GOVERN-; 

MENTS. 

The  relation  of  the  college  to  the  Federal  Government  calls  for  no 
especial  elaboration  here.  It  was,  and  still  is,  the  arrangement  pro- 
vided for  in  the  so-called  second  Morrill  Ad  and  the  Xelson  amend- 
ment. In  accordance  with  these  the  college  now  receives  $50,000 
annually  from  the  Treasur}-  of  the  United  States.  The  purposes  for 
which  this  money  may  be  expended  are,  however,  definitely  limited. 
It  may  be  expended  for  ''  instruction  in  agriculture,  the  meclianic 
arts,  the  English  language,  and  the  various  branches  of  mathemati- 
cal, physical,  natural,  and  economic  science,"  but  it  may  not  be  used 
to  pay  for  such  necessary  things  as  land,  buildings,  salaries  of 
administrative  officers  or  teachers  in  subjects  not  specifically  named, 
furniture,  etc.  Hence  every  State  or  Territory  has  had  to  add  con- 
siderable sums  to  supplement  the  Morrill  grants,  even  though  no 


THE   rXIYERSITY   OF   HAWAII.  267 

development  beyond  the  college  of  ao^riculture  and  mechanic  arts  Avas 
attempted.  For  some  10  years  a  college  of  this  type  was  deemed 
siiflicient  to  meet  the  needs  of  the  people  of  the  Territory  of  Hawaii, 
and  appropriations  were  made  by  the  Territorial  legislature  to  sup- 
plement the  Federal  funds.  The  work  carried  on  vvas  almost  entirely 
of  a  scientific  nature,  and  no  attempt  was  made  to  approximate  the 
common  curriculum  of  the  liberal-arts  type.  As  a  result  the  oppor- 
tunities for  Territorial  students  were  naturally  someAvhat  limited, 
and  this  doubtless  accounts,  in  part  at  least,  for  the  small  attendance 
of  regular  students  during  the  early  years  of  the  institution. 

In  April,  1919,  an  act  was  adopted  by  the  legislature  of  the  Terri- 
tory' "  to  establish  a  l^niversity  of  Hawaii."  Its  first  section  com- 
bines the  present  College  of  Hawaii  Avith  the  newly  created  Univer- 
sity of  Havraii  in  the  function  of  a  college  of  applied  science,  creates 
"a  college  of  arts  and  sciences."  and  provides  for  the  incorporation 
into  the  university  of  "  such  other  departments  as  may  from  time  to 
time  be  established."  Additional  sections  provide  for  the  delegation 
of  management  to  a  board  of  regents,  define  the  purposes  of  the  uni- 
versity, outline  its  plan  of  administration,  and  define  its  financial 
relation  to  the  Territory.  In  general,  the  act  is  an  admirable  docu- 
ment, based  on  the  best  practice  of  the  mainland  States,  and  defining 
broad  general  powers  rather  than  details  of  control  and  administra- 
tion. As  a  result  of  its  passage  the  Territory  finds  itself  in  the  en- 
viai>Ie  position  of  being  able  to  concentrate  its  resources  upon  the 
development  of  a  single  public  institution  of  higher  education. 

ORGANIZATKJX    AND  ADMINISTRATION. 

The  board  of  i-egents  under  the  new  law  vrill  consist  of — 

seven  meiul)ers;,  of  Avhicii  the  president  of  the  university,  who  shall  act  as  secre- 
tary to  the  board,  and  the  president  of  the  board  of  agriculture  and  forestry 
shall  be  members  ex  oflicio.  and  the  other  live  members  shall  be  appointed  by  the 
governor  of  the  Territory-  of  Hawaii  as  by  law  provided. 

The  experience  of  many  States  has  shovrn  that  seven  is  an  admir- 
able number  for  a  board  of  this  sort.  The  inclusion  of  the  president 
of  the  university  as  a  member  ex  oflicio.  while  it  is  a  not  uncommon 
practice,  may  at  times  subject  that  officer  to  a  certain  embarrassment 
in  voting  upon  his  own  recommendations  and  upon  questions  which 
affect  his  own  relations  to  the  university.  The  best  educational  prac- 
tice assures  the  president  the  right  of  attendance  at  all  meetings  of 
the  board,  but  relieves  him  from  the  responsibility  of  voting  on  poli- 
cies which  must  of  necessity  largely  originate  Avith  himself. 

The  combination  of  the  offices  of  president  of  the  university  and 
secretary  of  the  board  as  a  part  of  the  organic  charter  of  the  uni^-er- 
sit}^  is.  the  commission  feels,  most  unfortunate.  While  present  con- 
10146'— 20 18 


268  A  SURVEY   OF   EDUCATIOIT   IX   HAWAII. 


1 


ditioiis  ma}^  make  such  an  arrangement  desirable,  it  is  by  no  means 
certain  that  future  presidents  ^Yill  possess  those  peculiar  character- 
istics necessary  in  the  secretary  of  the  board  of  a  growing  universit}^ 
The  office  of  secretary  of  the  board  in  as  great  an  institution  as  the 
University  of  Hawaii  may  some  day  l^ecome  is  one  of  extreme  impor- 
tance and  requires  the  undivided  attention  of  an  individual  Avhose  v 
training  and  abilities  v^ill  probabi}^  be  far  different  from  those  re-  ■ 
quired  for  the  presidency  of  the  universit3\  Shoidd  the  board  of. 
regents  now,  or  at  any  future  time,  desire  to  combine  the  two  oflices 
temporarily,  it  should  undoubtedly  have  the  right  to  do  so,  but  the 
man.dator}^  character  of  this  provision  in  the  Territorial  laws  may 
prove  contrary  to  the  best  interests  of  the  university,  and  the  com- 
mission recommends  that  it  be  stricken  from,  the  act  l)y  legislative 
amendment. 

The  inclusion  of  the  president  of  the  board  of  agriculture  and 
forestry  as  an  ex  officio  member  of  the  board  is,  in  view  of  the  pre- 
vailing activity  of  the  Territory,  unquestionably  wise.  The  commis- 
sion believes  that  the  same  principle  should  be  carried  a  step  further 
and  that  provision  should  be  made  in  the  personnel  of  the  board  of 
regents  of  the  university  for  some  representation  of  the  public-school 
interests  of  the  Territorj^  The  common  method  of  procedure  seems 
to  be  tlie  inclusion  of  the  State  superintendent  of  public  instruction 
as  a  member  ex  officio  of  the  university  board.  In  case  this  plan  does 
not  commend  itself  to  the  people  of  Hawaii,  numerous  other  methods 
are  available.  An  instructive  description  of  some  of  these  may  be 
found  in  "  State  Higher  Educational  Institutions  of  lov^a,"  Bulletin 
of  the  Bureau  of  Education  for  1916,  No.  19,  pages  125-128.  Con- 
versely the  interests  of  the  university  should  uncjuestionably  be  repre- 
sented in  the  administration  of  the  public  schools.  The  commission 
recommends  the  appointment  of  a  joint  committee  from  the  board 
of  regents  of  the  university  and  the  board  of  commissioners  of  the 
public  schools  (including  the  president  of  the  university  and  the 
superintendent  of  schools)  to  formulate  a  plan  of  mutual  representa- 
tion best  suited  to  the  local  situation  and  to  recommend  its  enactment 
by  the  legislature. 

The  Territory  is  to  be  congratulated  upon  its  success  in  securing 
as  members  of  the  board  of  regents  during  the  short  period  of  the 
existence  of  the  institution  citizens  of  a  higher  type  who  have,  in  most 
cases,  been  willing  to  devote  themselves  whole-heartedly  to  the  duties 
of  their  office.  The  records  of  the  board  of  regents  have  been  in  gen- 
eral well  kept.  It  is  a  matter  of  surprise  that  the  board  lias  never 
adopted  a  formal  code  of  by-lav/s  or  rules  for  its  government.  This 
omission  is  at  the  present  time  being  rectified  by  the  compilation  of 
a  code  of  rules  based  upon  the  practices  of  the  board  during  the  past 
fcAv  years. 


THE   UXIVERSITY   OF   HAWAII.  269 

INTERNAL  ADMIXISTRATIOX. 

As  is  natural  in  the  case  of  new  institutions,  particularly  of  those 
with  a  small  and  but  slowly  increasing  enrollment,  the  problem  of 
internal  administration  has  not  yet  reached  such  proportions  at  the 
College  of  Hawaii  as  to  make  it  particularly  difficult  of  solution.  The 
simplest  possible  form,  that  of  general  personal  supervision  by  the 
president,  has  so  far  sufficed  to  meet  the  prol^lems  Avhich  have  pre- 
sented themselves.  Inevitably,  with  the  development  of  the  new  T"^ni- 
versity  of  Hawaii,  it  will  become  increasingly  m.ore  diffi{^ult  for  this 
system  to  meet  the  demands  of  the  situation.  At  present  practically 
all  details  of  college  administration  are  referred  directly  to  the  presi- 
dent for  solution.  He  is  provided  with  one  stenographer,  who,  liow- 
ever,  must  also  be  responsible  for  the  general  stenographic  work  of 
the  entire  institution.  In  addition,  there  has  been  provided  recently 
a  woman  graduate  of  the  college  whose  duties  include  the  keeping  of 
student  and  office  records.  There  is  no  special  provision  for  the 
financial  administration  of  the  institution,  vrith  its  necessary  details 
of  bookkeeping,  purchasing,  receiving  of  fees,  etc.,  and  all  these 
detailed  activities  devolve  directly  upon  the  president  and  his  insuffi- 
cient office  force.  In  view  of  these  handicaps  the  system  of  student 
records  is  reasonably  adequate,  a  result  which  could  hardly  have  been 
attained  without  the  cooperation  and  help  of  faculty  members. 

The  organization  of  the  faculty  provides  for  a  governing  board, 
composed  of  all  faculty  mxcmbers  of  full  professional  rank  with  w 
manimum  of  one  year's  service.  To  this  board  general  matters  of  col- 
lege administration  are  referred  for  discussion  and  decision.  The 
entire  faculty  is  divided  into  various  committees,  to  A\'hich  are  in- 
trusted the  different  college  interests. 

Without  reference  to  the  coming  reorganization  of  the  institution. 
the  commission  feels  that  the  system  just  described  already  puts  upon 
the  president  so  many  responsibilities  that  his  important  function  of 
representing  the  college  before  its  constituency  in  the  Territory  and 
before  the  world  of  education  in  general  must  of  necessity  be  seriously 
hampered  by  the  detailed  routine  of  his  office  work.  Particularly 
serious  is  the  lack  of  a  competent  financial  officer  who,  under  the 
direction  of  the  president  and  the  board,  can  give  his  entire  time  to 
the  proper  administration  of  the  business  interests  of  the  institution. 
In  the  expenditure  of  the  quite  considerable  sum  annually  necessary 
for  the  conduct  of  the  college  the  undivided  attention  of  a  comi)etent 
man  to  the  details  of  contract  letting,  purchasing,  budget  making, 
and  of  accounting  would,  in  the  opinion  of  the  commission,  more 
than  pay  for  the  extra  salary  expense  involved.  The  commission 
therefore  recommends  as  the  most  immediate  need  in  the  internal 


270  A   SURVEY   OF   EDUCATION    IN    HAWAII. 

administration  of  the  college  the  establishment  of  a  financial  office 
in  charge  of  a  competent  and  well-trained  accountant  and  business 
man,  who  shall,  under  tlie  direction  of  the  president  and  the  board, 
assume  charge  of  the  activities  above  mentioned  and  of  such  similar 
interests  as  may  conveniently  be  assigned  to  him. 

INTERXAI.    KEORGAXIZATION    NEEDED. 

The  imminent  organization  of  the  University  of  Hawaii  must  in» 
evitably  bring  with  it  a  reorganization  of  the  present  plan  of  internal 
educational  administration.  The  establishment  of  a  nev/  college  of 
arts  and  sciences  and  the  highly  desirable  increase  in  extension  work 
and  cooperative  activities  which  may  reasonably  be  expected  will, 
Avithin  a  short  time,  probably  make  it  physically  impossible  for  the 
president  to  attend  personally  to  all  the  details  involved,  particularly 
in  the  matter  of  the  routine  contacts  with  the  student  body.  These 
should  be  delegated  to  a  regularly  appointed  dean  in  each  college 
or  division,  the  president  devoting  a  limited  amount  of  time  daily 
to  such  interests  as  particularly^  demand  his  personal  attention.  The 
dut}^  of  keeping  student  records  should  eventually  center  in  the  office 
of  a  registrar  who  might,  for  a  time  at  least,  be  chosen  from  the 
facult}^  with  a  proportionate  lightening  of  the  teaching  load,  or  a 
competent  registrar  might  possibl}^  be  found  in  a  member  of  the 
off.ce  staff.  In  view  of  the  fact  that  the  University  of  Hawaii  is  not 
yet  an  accomplished  fact,  the  commission  feels  that  it  can  make  no 
definite  recommendations  for  its  administration  beyond  the  general 
suggestions  just  given.  Probably  one  of  the  most  important  activities 
of  the  future  will  prove  to  be  the  development  of  extension  Avork. 
The  proper  centralization  of  this  interest  under  the  direction  of  a 
competent  administrator  Avill  ])e  only  one  of  the  many  now  scarcely 
to  be  foreseen  questions  which  the  board  and  tlie  president  will  have 
to  solve  in  the  development  of  the  institution. 

The  administration  of  an  educationp.l  institution  is  dependent  upon 
a  number  of  intangible  factors,  as  well  as  upon  mere  formal  organiza- 
tion. The  war-taught  expression  ''  morale ''  is  especially  applicable 
in  times  of  peace  to  that,  spirit  in  which  a  college  or  universit}^  or- 
ganization performs  its  educational  and  administrative  duties.  The 
geographical  situation  of  the  College  of  HaAvaii  is  so  unique  in  its  re- 
moteness from  other  centers  of  education  that  the  commission  feels 
justified  in  suggesting  methods  of  maintaining  necessary  educational 
contacts  Avhich  might  be  quite  superfluous  in  the  case  of  a  mainland 
institution.  Without  the  inspiration  of  such  contacts  the  educational 
morale  of  the  College  of  Hawaii  must  inevitably  fall  beloAv  tlie  stand- 
ards of  the  mainland  colleges  Avhere  constant  interchange  of  ideas 
and  personal  associations  vitalize  the  college  life  of  faculty  members 
and  administrative  officers. 


THE   UNIVERSITY  OF  HAWAII.  271 

The  commission  learns  with  surprise  that  the  president  of  the 
C  ollege  of  Hawaii  during  his  five  years  of  service  has  visited  the 
mainland  only  twice,  once  at  his  own  expense  and  once  with  a  partial 
payment  of  expenses  by  the  college.  This  condition  has  rendered  it 
impossible  for  him.  to  meet  with  any  of  the  various  college  associa- 
tions of  the  United  States  and  to  receive  at  first  hand  the  inspiration 
and  information  regarding  modern  educational  conditions  which  can 
come  only  from  personal  intercourse  with  others  of  the  same  profes- 
sion. It  has  also  meant  that  even  heads  of  departments  employed 
Isy  the  college  have  been  engaged  w^ithout  a  personal  interview  with 
any  college  official,  a  policy  entirely  contrar}^  to  the  best  practice  of 
the  day.  Identical  conditions  have  existed,  and  still  exist,  in  the 
case  of  faculty  members,  whose  only  opportunity  to  attend  scientific 
and  professional  meetings  is  limited  to  occasional  trips  during  sab- 
batical leaves  at  the  inclividuars  own  expense.  These  conditions,  due 
to  the  peculiar  situation  of  the  College  of  Hawaii,  are  extraordinary 
and  basically  unsound.  They  threaten  seriously  the  quality  of  the 
teacliing  and  administration  of  the  college,  and  they  demand  extraor- 
<iinary  measures  for  their  solution. 

The  commission  recommends  to  the  board  of  regents  of  the  college 
the  establishment  of  a  personal  expense  fund  for  the  president  of  the 
university,  to  be  used  by  him  in  visiting  the  mainland  at  least  once 
annually,  and  also  in  visiting  the  various  islands  of  the  Territory 
for  the  purpose  of  establishing  contacts  with  the  entire  constituency 
of  the  college  and  extending  the  knowledge  of  its  work.  It  also  rec- 
ommends that  the  board  confer  with  a  committee  of  the  faculty  re- 
garding tlie  establislmient  of  a  fair  rotating  system  by  which  the 
expenses  of  certain  faculty  members,  particularly  of  department 
lieads.  may  be  paid  annually  by  the  college  for  the  purpose  of  attend- 
ing scientific  and  professional  meetings  on  the  mainland.  The  com- 
mission realizes  that  such  expenditure  represents  a  distinct  innova- 
tion in  the  procedure  hitherto  customary  at  the  College  of  Hawaii. 
It  believes,  however,  that  expense  thus  incurred  should  by  no  means 
be  considered  in  the  light  of  reward  or  compensation  for  the  indi- 
vidual, but  rather  as  an  investment  in  the  educational  efficiency  of  the 
institution. 

EQIirMEXT. 

The  tract  of  land  in  the  Manoa  Valley  occupied  by  the  College  of 
Hawaii  covers  90  acres.  This  land  is  at  present  carried  on  the  in- 
stitution's inventory  at  a  value  of  $1,000  an  acre,  but  its  situation 
in  a  somewhat  recently  developed  section  of  excellent  residence 
character  doubtless  makes  it  worth  at  least  three  times  this  amount 
per  acre.  The  entire  tract  has  not  yet  been  cleared,  but  considerable 
progress  has  recently  been  made  in  this  respect.     The  college  pos- 


272  A   SURVEY   OF   EDUCATION   IN    HAWAII. 

sesses  a  building  equipment  which  is  still  inadequate  in  some  re- 
spects. The  main  building  is  of  reinforced  concrete,  three  stories 
in  height  and  contains  about  60  rooms  used  for  classroom,  office, 
and  laboratory  purposes:  here  are  located  the  administrative  offices 
and  the  library;  the  building  is  modern  in  equipment  and  well 
adapted  for  classroom  use,  although  the  provision  for  laboratory 
space  is  scarcely  sufficient  for  all  necessary  purposes.  Most  of  the 
scientific  departments  of  the  college  are  housed  in  this  building. 
Chemistry  is  represented  hj  a  building  of  its  own,  unfortunately  of 
wooden  construction  and  of  temporary  character  only.  The  provi- 
sion for  this  department  is  quite  inad.equate,  and  the  laboratories 
are  overcrowded,  as  is  also  the  case  in  some  of  the  laboratories  in  the 
main  building.  Experimental  laboratory  work  for  engineers  is  pro- 
vided for  in  a  modern  reinforced  concrete  building  of  good  design 
and  construction.  The  need  in  this  department  for  the  immediate 
present  seems  to  be  for  additional  equipment  rather  than  for  labo- 
ratory space.  In  addition  to  the  buildings  mentioned  there  are  several 
small  structures,  an  insectary,  a  slat  house,  and  a  building  for  ex- 
perimental plant  purposes.  On  the  farm  15  acres  are  devoted  to 
crops,  three  buildings  are  used  for  dairy  purposes  and  there  are  in 
addition  a  piggery,  tool  shed,  horse  stable,  and  several  laborers' 
cottages.  Aside  from  the  buildings  on  the  campus  the  college  pos- 
sesses an  astronomical  observatory  at  Kaimuki  and  has  recently  ac- 
quired the  famous  aquarium  at  Kapiolani  Park. 

Except  as  noted  above  there  are  no  bad  conditions  of  student  ov^er- 
crowding  at  the  college,  but  the  situation  in  the  college  lil^rar}'  is 
such  as  to  merit  especial  attention.  It  is  needless  to  state  that  the 
intellectual  life  of  every  college  or  university  must  necessarily  center 
in  its  library.  The  library  of  an  institution  of  higher  learning 
should  be  adequate  in  books,  equipment  and  administrative  force  to 
give  mental  inspiration  and  furnish  proper  working  conditions  to 
students,  faculty  and  interested  public.  At  the  College  of  Hawaii 
this  is  far  from  being  the  case.  Considering  the  short  period  of  the 
institution's  existence,  its  collection  of  25,000  volumes  and  30,000 
pam.phlets  represents  a  most  creditable  beginning,  but  the  limited 
space  which  can  be  spared  in  the  main  building  to  house  this  collec- 
tion is  entirely  insufficient  for  proper  shelving  and  for  reference 
and  reading-room  facilities.  Even  more  serious  is  the  numerical 
insufficiency  of  the  staff  Avhich  consists  of  a  single  librarian,  assisted 
by  an  untrained  girl  helper  and,  temporarily,  by  a  voluntary  citizen 
assistant.  The  duties  of  the  librarian  include  the  not  simple  task 
of  managing  the  college  book  store,  a  task  which  occupies  much  of 
her  time.  As  a  result  it  is  difficult  to  meet  even  the  most  immediate 
needs  of  buying,  cataloging,  reference,  and  circulation  activities, 
while  no  time  nor  force  is  available  to  undertake  the  active  campaign 
of  making  the  library  useful  to  the  j>eople  of  Oahu  and  the  other 
islands. 


I 


I 


THE   UXIVEESITY  OF   HAWAII.  273 

By  personal  examination  and  in  conference  with  college  officials, 
members  of  the  board  of  regents,  and  citizeris  in  general  the  com- 
mission has  tried  to  gain  an  insight  into  the  needs  of  the  new  nni- 
versity  to  be,  in  order  to  recommend  a  construction  plan  for  reason- 
able increase  in  material  equipmer^t  for  the  next  fe^\'  years  to  come. 
A  group  plan  of  buildings  has  already  been  adopted  by  the  college 
authorities. 

The  president's  report  to  the  board  of  regents  for  the  biennial 
period  1917-18  contains  a  valuable  summary  of  the  work  of  the  insti- 
tution, with  comprehensive  suggestions  for  its  development.  The 
commission  has  studied  these  suggestions  carefully  in  the  process  of 
arriving  at  its  conclusions,  which  are  as  follows : 

It  is  recommended  that  sufficient  funds  be  raised  by  the  next  legis- 
lature, either  from  the  current  sources  of  income  or  through  the 
issue  of  bonds,  to  provide  for  the  immediate  erection  of  a  suitable 
library  building  (if  possible,  to  contain  an  auditorium),  and  of  a 
science  building  to  house  the  departments  of  chemistry,  physics,  and 
biolog} \  For  this  purpose  a  building  of  at  least  three  stories  and 
a  basement  will  be  required,  which  should  be  planned  on  generous 
enougli  lines  to  meet  the  needs  of  the  next  10  years.  Any  consider- 
able increase  in  the  population  of  the  Territory  and  corresponding- 
increase  in  the  attendance  at  the  universit}^  will  doubtless  mean  an 
eventual  separation  of  the  three  scientific  departments  into  individual 
buildings.  Meanwhile,  with  the  present  attendance  and  prospects 
of  increase,  an  inclusive  science  building  will  probably  suffice  for  the 
next  few  years  to  come,  and  there  will  be  no  eventual  loss  of  invest- 
ment, sirice  any  one  department — for  example,  chemistry — can  take 
over  rooms  later  vacated  by  other  scientific  departments,  if  such  a 
purpose  is  held  in  ^iew  when  the  building  is  planned.  It  is  especially 
desirable  to  free  the  present  main  building  of  the  laboratories  of 
physics  and  biology,  in  order  to  give  more  classroom  space  for  the 
deveiopm.ent  of  the  new  college  of  arts  and  sciences. 

The  situation  in  the  present  agriculturrJ  department  will  be  dis- 
cussed at  greater  length  a  little  later.  Generally  speaking,  the 
equipment  is  not  of  such  adequacy  as  should  be  expected  in  a  Terri- 
torv  whose  interests  are  largely  agricultural.  The  problem  of  its 
increase  involves  certain  questions  which  belong  to  another  part  of 
this  discussion. 

The  commission  does  not  at  the  present  time  feel  itself  able  to 
indicate  other  lines  of  material  expansion  than  those  just  mentioned. 
So  mucli  depends  upon  the  attitude  of  the  people  of  the  Territory 
toward  the  new  University  of  Hawaii,  that  it  seems  safer  not  to 
attempt  to  anticipate  future  needs  too  far  ahead.  Generally  speak- 
ing, the  university  needs,  and  needs  ba^ll}-  as  soon  as  possible,  con- 
siderable additions  to  its  scientific  equipment  and.  perhaps  first  of 


274 


A   SURVEY    OF   EDUCATION    IN    HAWAII. 


all.  a  suitable  biiildin<r  for  its  library  and  an  increase  in  the  library 
staff.  The  commission  recommends  that  the  college  book  store  he 
placed  under  the  supervision  of  the  new  linancial  officer,  if  one  be 
appointed,  but  at  any  rate  that  its  management  be  divorced  from 
that  of  the  library.  It  recommends  also  the  employm^ent  of  at  least 
one  trained,  full-time  assistant  librarian  and  of  one  or  two  part- 
time  student  assistants. 

TRAINING    AND    EXPERIENCE    OF    THE    FACEETY. 

Xo  attempt  has  been  m.ade  b}^  the  commission  to  appraise  the 
work  of  individual  faculty  members  by  personal  classroom  visits. 
The  fitness  of  college  instructors  for  intellectual  leadership  may  be 
tested  in  a  general  way  b}^  three  factors:  (1)  Academic  training, 
(2)  college  teaching  experience,  (o)  research  and  pu])lication.  The 
tables  which  follow  are  based  upon  the  returns  made  by  individual 
faculty  members  u])on  specially  prepared  blanks.  Tlie  extent  of  the 
academic  training  is  to  be  inferred,  at  least  apj^roximately.  from 
the  degrees  held  by  various  individuals. 

Training,  e-rix^i'iencc,  unO  puhlirations  of  fnriiltn  nicinhrr-^,  J'tiirerxitij  of  Hainiii. 


Title. 


Dewartmenr. 


Academic  tniining 


Highest 
degree. 


President I  Executive  (and  chem- 

I      istry). 
Professor j  Engineering 

A ssistani  professor do 

Profess<5v Botany 

Do i  Systematic  botany ! 

Do ]  Entomology \ 

Do i  Physics | 

Do I  EngUsh 

Do I  Chemistry I 

Do do [ 

Do j  Agriculture 

As^istani  professor.- do I 

Professor j  Mathematics  and  as-  I 

I      tronomy. 
Do ;  Ceramics  and  design. . .  i 

Assistant  professor . ;  Domestic  art 

Do 1  Household  science 

Assistant :  Drawing  and  ceramics. 


Ph.  D. 
M.S.. 


B.  S. 


Institution. 


!  Public  a- 
Colle'vie      j  tions  in 
teaching,     mast  tvo 
years. 


Yale. 


Massachusetts  Institute 

of  Technology. 
do 


Ph.  D ;  University  of  Minne-oti.  0 

None i  2  years'  st  vid  v  at  Meuna  .  s 

M.  A I  Leland  Stanford 3 

Ph.D j  Harvard 4 

do :  Cornell 9 

M.A Yale 9 

Ph.  D do I  0 

University  of  Wisconsin . ;  3 

University  of  Illinois ....  0 

Marietta.'. 11 


B.  S 

....do... 
M.  A.... 


Professor. . 
Instructor. 


Romance  languages . 
History 


Honor. 
None.. 


M.  A. 
None. 


B.  A.. 
Ph.  B. 


Woman's    Art   School, 

New  York. 
Studied  under   Drivat* 

instructor. 

Cohimbia 

Studied  at  Park  College 

and  College  of  Hawaii. 

Boston  University 

OberUn 


11 


. 


11     16 
0     10  i     0 


12  1  21 
16 
3 
0 
0 


3 
0 
0     11 


9  :  20 
23     25 


6       6 
0     10 


Summary:  Number  of  names,  19;  number  of  doctor  of  pliilosophy  degrees,  o:  numiier  of  master  degrees, 
5:  number  of  bachelor  degrees,  5;  number  without  degrees,  4. 


The  figures  just  given  show  the  following  facts:  Of  a  faculty  of 
18  persons  (excluding  the  president).  12  hold  full  professorial  rank. 


THE    UNIVERSITY   OF    HAWAII.  275 


Of  these  12,  4  hold  the  doctor's  de^rree  and  7  have  had  collegiate 
t(  aching  experience,  other  than  that  gained  in  tlieir  present  positions. 
Four  hold  master's  degrees,  2  hokl  bachelor's  degrees,  and  2  hold  no 
degrees,  altlioiigh  in  both  of  the  latter  cases  study  of  an  academic 
giade  is  indicated.  AVJule  the  doctor's  degree  is  by  no  means  to  be 
considered  as  an  unfailing  and  a  unique  criterion  of  professorial 
iitness,  yet  it  does  serve  as  the  indication  of  a  definite  course  of 
Eriistained  graduate  study  successfully  completed,  and  it  is  being 
more  and  more  generally  required  for  elevation  to  the  full  pro- 
fessorial rank  in  the  standard  American  college. 

The  commonly  accepted  minimum  requirement  for  the  training  of 
the  college  faculty  member  of  any  grade  is  the  possession  of  the 
lii lister's  degree  or  of  equivalent  graduate  preparation.  Nine  of  the 
1  "^  f acudty  members  have  only  the  bachelor's  degree  or  else  are  with- 
out degrees.  In  a  few  of  these  cases,  however,  a  fair  equivalent  of 
the  master's  degree  in  graduate  work  is  indicated.  From  what  has 
jii^t  been  said  it  is  evident  that  the  past  policy  of  the  College  of 
Hawaii  has  been  somewhat  lax  in  the  filling  of  full  professorships 
and  also  in  the  appointment  to  faculty  positions  and  the  advancement 
of  persons  without  previous  college  teaching  experience.  Thorough 
training  and  broad  experience  are  particularly  necessary  in  a  faculty 
so  isolated  from  professional  contacts  as  is  the  faculty  of  the  College 
of  Hawaii.  The  commission  recommends  that  in  making  future 
additions  to  the  teaching  staff  the  college  demand  at  least  the  posses- 
sion of  the  master's  degree  from  all  prospective  appointees,  and,  if 
possible,  some  experience  in  college  teaching.  It  recommends  also 
that  appointments  to  full  professorships  be  reserved  for  those  who 
have  attained  the  advanced  graduate  degree,  or  who  have  earned  such 
appointment  by  unusual  work  in  research  or  by  exceptional  teaching 
ability. 

In  order  that  the  purpose  of  these  recommendations  regarding  a 
permanent  policy  of  faculty  appointments  may  not  be  misconstrued, 
the  commission  desires  to  affirm  its  belief  in  the  devotion  and  high 
scholastic  ideals  of  the* present  faculty  of  the  College  of  Hawaii.  The 
limited  number  of  the  present  teaching  body  has  allowed  careful 
selection  in  individual  cases,  so  that  the  standard  of  academic  effici- 
ency has  been  on  the  Avliole  well  maintained.  This  condition,  how- 
ever, does  not  obviate  the  necessity  of  adopting  a  definite  policy 
])ased  on  the  maintenance  of  high  collegiate  standards  in  the  making 
of  future  appointments. 

Kesearch  is  generally  regarded  as  one  of  the  most  important  func- 
tions of  a  State  univ ersity.  The  fact  that  the  Territorial  institution 
has  until  the  present  time  borne  the  name  of  college  does  not  affect 
this  essential  ohtligation  to  its  constituency.  The  research  Avork  of 
President  Dean,  assisted  by  members  of  the  department  of  chemistry, 


276 


A  SUPvYEY  OF   EDUCATIOX   IX   HAWAII, 


on  the  subject  of  a  cure  for  lei)rosy,  is  a  striking-  example  of  the 
benefit  which  may  come  to  a  community  and  to  the  whole  world  fromj 
a  State  educational  institution  through  the  researches  of  its  faculty .1 
If  a  cure  for  leprosy  has  actually  been  discovered,  as  now  seems  to" 
be  reasonabh^  certain,  the  College  of  Hawaii  has  by  this  activity 
alone  justified  its  support  by  the  Territory  and  has  made  a  distin- 
guished contribution  to  science  and  to  the  welfare  of  mankind.  Of 
the  IS  other  faculty  members  11  report  no  research  contributions  dur- 
ing the  past  two  years.  The  remaining  T  have  submitted  16  titles. 
It  is  scarcely  necessary  to  say  that  the  leadership  of  the  new  Uni- 
versity of  Hawaii,  in  both  the  academic  and  practical  fields,  will 
depend  greatly  upon  the  productive  activity  of  the  faculty.  For 
this  reason  it  is  all  the  more  necessary  that  care  be  used  in  selecting 
for  future  appointments  men  whose  scientific  and  professional  train- 
ing is  thorough  and  who  have  shown  particular  promise  of  creative 
ability  and  productive  scholarship.  The  continual  addition  of  per- 
sons of  this  type  will  do  much  to  make  up  for  the  distinct  disadvan- 
tage under  which  the  faculty  of  the  institution  labors  in  being  en- 
tirely withdrawn  from  opportunity  for  professional  association  with 
the  oreat  bodv  of  its  colleagues  on  tlie  mainland. 


REMUXERATTOX.    KELATIOXS,    AXD    WORK    OF    FACULTY. 

The  salaries  of  college  faculty  members  should  unquestionablv 
large  enough  to  attract  to  the  profession  persons  of  studious  habi 
and  thorough  preparation  with  the  basic  impulse  to  teach.  They 
should  be  large  enough  to  insure  for  this  type  of  individual  a  life 
reasonably  free  from  financial  worry.  The  profession  of  teaching 
never  has  been  and  doubtless  never  will  be  an  avenue  to  wealth.  This 
condition  is  commonly  known  and  generally  accepted  by  all  those 
who  enter  it.  Before  the  outbreak  of  the  Great  AYar  college  profes- 
sors were  generally  looked  upon  as  underpaid.  Within  the  last  four 
or  five  years  conditions  have  become  acute  and  colleges  in  numbers 
have  responded  to  the  absolute  necessity  for  increasing  salaries.  The 
following:  table  shoAvs  averao^e  salarv  conditions  four  Years  ago : 


Areraf/c  ma.r'unuui  and  mlnUnum  .wlaries  in  00  ^tate  collcric<  and  universities  in 

1915-16.' 


Positions. 


President  2 

Deans,  maximum 

Deans,  minimum 

Professors,  maximum 

Professors,  minimum 

Associate  professors,  maximum 
Associate  professors,  minimum. 
Assistant  professors,  maximum 
Assistant  professors,  minimum. 


Number  of  members  in  faculty. 


Under  28.       26  to  50.       51  to  100.      101  to  200.      Over  200 


$3,828 
2,050 
2,050 
2,423 
1,742 
1,780 
1.367 
1,514 
1,350 


$4,578 
2.969 
2, 238 
2, 300 
1,776 
1,825 
1,550 
1,658 
1.383 


S.5,023 
3,054 
2.409 
2,645 
1,879 
]  9*^2 
l'691 
1,638 
1,314 


S5,933 
3.100 
2;418 
2,770 
1,883 
2,043 
1,700 
1,750 
1,305 


S8,139 

5,128 
3.147 
4.189 
2,25{) 
2,530 
1,750 
2,303 
1,469 


1  From  "  The  Educational  System  of  South  Dakota,"  Bull.,  1918,  No.  31,  U.  S   Bureau  of  Education. 

2  Jn  the  majority  of  cases  the  president's  house  is  also  provided. 


THE    UlNlYEESITY   OF    HAWAII.  277 

Authorities  agree  in  stating  that  the  cost  of  living  lias  risen  from 
80  to  100  per  cent  during  the  past  four  or  five  years.  Unfortu- 
nately the  increase  in  professorial  salaries  lias  been  by  no  means  so 
great.  A  few  instances  of  50  per  cent  salary  increases  are  recorded 
within  this  }:>eriod  and  numerous  others  are  planned.  In  general, 
horrever,  it  is  probable  that  a  re^dsion  to  date  of  the  table  just  given 
would  show  an  average  increase  of  less  than  50  per  cent. 

In  obedience  to  the  necessities  of  the  situation  the  board  of  regents 
of  the  College  of  Hawaii  in  the  fall  of  1918  established  the  following 
salary  scliedule  :  ■'  Full  professor,  maximum  $3.6(X),  minimum  $2,500 : 
assistant  professor,  maximum  $2,400,  minimum  $2,100;  instructor, 
maximum  $1,8(X). 

Judged  from  the  standpoint  of  average  salaries  in  similar  institu- 
tions on  the  mainland  as  determined  from  90  State  colleges  and  uni- 
versities as  just  given,  these  salaries  are.  roughly  speaking,  about  50 
per  cent  higher  than  the  mainland  average  of  1915-16.  Tliis  in- 
crease is  fully  justified  by  the  increased  cost  of  living.  The  College 
of  Hawaii  is,  then,  paying  salaries  approximately  comparable  and 
equal  to  those  paid  by  similar  institutions  on  the  mainland.  "While 
they  are  doubtless  inadequate  when  compared  with  the  incomes  en- 
joyed by  men  in  other  professions,  they  are  fairly  in  accord  with 
the  present  college  practice.  It  must  be  remembered,  however,  that 
unusual  inducements  may  often  be  necessary  to  bring  the  highest 
type  of  scholar  to  the  islands  and  to  keep  him  in  a  position  so  remote 
from  the  broader  professional  field. 

The  cost  of  travel  to  Hawaii,  with  the  transportation  of  family 
and  houseliold  eifects,  is  a  considerable  item,  and  the  cost  of  living 
shows  as  yet  no  signs  of  decreasing.  It  would  not  be  surprising  if 
the  nii'Xt  two  or  three  years  prove  the  necessity  for  an  additional  in- 
crease in  salaries  at  the  new  University  of  Hawaii. 

Tiie  power  of  appointment  and  dismissal  of  faculty  members  rests 
legally  v>ith  the  board  of  regents.  The  board  has  by  resolution  dele- 
gated to  the  president  the  power  of  employing  all  instructors  below 
the  grade  of  assistant  professor.  A  governing  board  consisting  of 
faculty  members  has  recently  been  organized  and  ap}X)intments  to  the 
higlier  faculty  positions  are  recommended  b}^  this  board  through  the 
presirlent  to  the  board  of  regents.  Dismissals.  Avhicli  have  been  but 
few  in  number  during  recent  years,  have  been  handled  by  the  board 
of  regents  and  the  president.  There  seems  to  be  a  desire  on  the  part 
of  the  administration  to  share  with  the  faculty  responsibility  for 
the  determination  of  faculty  relations  to  the  institution.     The  feel- 

"The  comaiission  understands  that  theso  limits  are  rathor  a  matter  of  agreement  and 
practice  than  of  ironclad  legislation,  and  that  th?  right  to  make  occasional  exceptions  for 
cause  is,  as  usual,  reserved. 


278 


A   SURVEY   OF   EDUCATION   IN    HAWAII. 


ing  in  the  institution  is  apparently  harmonious,  and  no  grave  cases  of 
dissatisfaction  were  brought  to  the  attention  of  the  commission. 

The  estimation  of  the  teaching  load  is  ahvays  a  rery  difficult  prob- 
lem. So  many  imponderable  factors  enter  into  the  situation  that  any 
purely  mechanical  method  of  measurement  will  gi^^e  only  approxi- 
mately correct  results.  Xe^'ertheless  it  is  often  necessary  in  the  ad- 
ministration of  every  educational  institution  to  adopt  some  method 
of  comparison  of  the  teaching  load  borne  by  various  faculty  mein- 
bers.  both  in  order  that  injustice  may  be  a^^oided  and  that  funds  may  i 
be  efficiently  apportioned.  In  estimating  the  teaching  loads  of  1 
faculty  members  the  Bureau  of  Education  has  adopted  a  unit  called 
the  '"  student  clock  hour."  It  may  be  defined  thus :  One  student  under 
instruction  in  lecture,  quiz,  or  laboratory  for  at  least  50  minutes  net 
represents  one  student  clock  hour ;  for  example,  therefore,  20  students 
meeting  four  hou_rs  a  week  in  recitation  represent  80  student  clock 
hours.  The  student  clock  hour  reckons  laboratory,  lecture,  and  quiz 
exercises  ecjually  hour  for  hour.  For  instance,  a  student  spending 
one  hour  in  lecture,  one  hour  in  quiz,  and  four  hours  in  laboratory 
in  a  week  can  be  counted  as  receiving  six  student  clock  hours  of  in- 
struction. The  follov'ing  table  illustrates  conditions  at  the  College  of 
Hawaii : 

Teaclihifi  load  of  faculty  during  fir.H  semenfer  of  WJ9-20,  University  of  Han-aiL 


Title. 


Department. 


Professor Engineering 

Assistant  professor . . .do 

Professor ;  Botany 

Do Systematic  botany 

Do ;  E"ntomolcgy 

Do Phvsics 

Do English 

Do Chemistry 

Do -do 

Do Agricull  nro 

Assistant  professor .do — 

I'rofassor 

Do 

Assistant  professor. 

Do 

Assistant... 

Professor 

Instructor. 


Annual 
salary. 


Recita- 
tion or 
lecture 
hours 


I.abora- 
tory  or   ; 
confer- 

ho'^urs     i     ^"^'^1     . 
per  week,  pgj,  ^^^p^'  courses,  jpei-week. 


Num1:>er  1 

of  Student 

student^  |     clock 
hours 


Mathematics  and  astronomy 

Ceramics  and  design —  . 

Domestic  art 

Household  science 

Draw  iiig  and  ceramics 

Romance  language 

History 


?3.600 
3, 000 
3,000 
2,400 
3,600 
3,600 
3,600 
3,600 
2,700 
3,600  i 
2,100  ; 
3,600  I 
3.600 
2,400  t 
2,100  I 
1,200  ! 
2,500  i 

1,800  ; 


10 
23 
V2h 

8 
25 
10 

0 
20 
12J- 
12-1 
12i 

2 

lOi 
I2i 
35 
11 

0 

0 


42! 

80  I 

50  I 
1 

36 

25 
113 

38  : 
103  : 

16    : 

12  i 
67  i 
42 
25  I 
18  i 
42  : 
01 
33  ; 


175 
409 

282 
9 
]:.2^ 
]32 
405 
203^ 
434 
112 

78.^ 
244' 
182 
130.^ 

99 
161 
273 

t-9 


Total 52,000 

Average. .-....! !  2, 888. 88 


834  j         3,641 

+  46  -4-102 


Total  coilegiate  enrollment,  166  (107  regular,  59  special):  average  student  ciocic  hoius  per  student,  21.9, 


The  figures  just  given  are  valuable  as  an  index  of  the  distribution 
of  the  teaching  load.  As  is  usual  in  every  institution  those  depart- 
ments where  work  is  required  of  freshmen  or  largely  elected  b}-  them 
bear  the  heaviest  loads,  as  for  example  the  departments  of  English 


THE    UNIVERSITY   OF    HAWAII.  279 

and  chemistry.  The  professor  of  systematic  botany  at  the  Colleo:e 
of  Hawaii  is  retained  especially  for  the  purposes  of  research  and  his 
teachins:  activity  is  merely  incidental,  hence  tlie  unusually  low  teach- 
ing load.  Under  the  elective  system  it  is  a  matter  of  considerable 
difficulty  to  gain  any  great  degree  of  uniformity  in  the  teaching  load 
as  indicated  by  the  student  clock  hour.  It  is,  however,  possible  to 
establish  for  purposes  of  comparison  a  theoretically  proper  average 
term  load.  The  investigation  wliicli  the  Bureau  of  Education  has 
made  of  various  institutions  througliout  the  country  has  led  it  to 
suggest — 

that  in  an  institution  where  leseiuch  woik  is  encouraged  and  expected  it  is 
reasonable  to  expect  a\^o  a  departmental  average  of  250  student  clock  hours 
per  instructor  per  week.  This,  it  is  believed,  might  be  a  fair  working  aver- 
age for  the  larger  modern  State  universities.  In  a  distinctively  undergraduate 
college,  on  the  other  hand,  where  research  is  limited  and  where  little  or  no 
graduate  work  is  conducted,  a  departmental  average  of  300  student  clock  hours 
per  instructor  is  regarded  as  a  reasonable  norm.  In  this  connection  it  is  worth 
while  to  note  that  usually  an  institution  whose  program  is  made  up  largely  of 
laboratory  work  will  generally  record  a  larger  number  of  student  clock  hours 
per  instructor  than  an  institution  most  of  whose  program  consists  of  non- 
laboratory  courses.®  ' 

At  the  University  of  Nevada  (the  survey  of  which  has  just  been 
quoted)  the  average  number  of  student  clock  hours  per  instructor  for 
the  whole  institution  was  during  the  first  semester  of  the  year  for 
which  the  survey  was  made,  221.6;  and  in  the  second  semester,  218. 
The  range  of  departmental  averages  was  from  27  to  451.  At  the 
State  University  of  Iowa  the  average  number  of  student  clock  hours 
per  instructor  for  the  year  1914-15  Avas  252;  at  the  Iowa  State  Col- 
lege of  Agriculture  and  ^lechanic  Arts,  312;  at  the  University  of 
Vrashington,  333|;  at  the  Washington  State  College,  214.4.  The 
range  of  departmental  averages  was  at  the  State  University  of  Iowa 
from  71  in  Greek  to  501  in  geology ;  at  the  University  of  Washington 
from  94  in  mining  engineering  to  648.4  in  zoology. 

Xo  such  extreme  conditions  of  overloading  are  to  be  found  at  the  Col- 
lege of  Hawaii,  and  the  general  average  per  instructor  of  202+  is  dis- 
tinctly lower  than  that  found  at  any  other  institution  surveyed  by 
the  bureau.  This  is  quite  evidently  explainable  by  the  fact  that  the 
College  of  Hawaii  enrolls  at  present  fewer  students  than  any  of  the 
ether  institutions  surveyed.  There  must  necessarily  be  a  definite 
minimum  of  overhead  in  the  matter  of  departments  and  instructors 
in  order  to  establish  a  collegiate  course  at  all.  Were  only  50  students 
to  attend,  this  minimum  could  nevertheless  hardly  be  reduced, 
although  tlie  machinery  set  up  could  well  take  care  of  200  students 
without  exceeding  the   allowable  term   load  per  instructor   as  ex- 

fi  Survey  of  tlie  University  of  Nevada,  Bureau  of  Education.  Bull.,  1917,  No.  19. 


280  A  SURVEY  OF  EDUCATIOl!^   IN   HAWAII. 

pressed  in  student  clock  liours.  The  commission  believes  that  the 
present  faculty  of  the  college  of  Hawaii  does  not  exceed  in  number  the 
minimum  absolutely  necessary  for  the  conduct  of  courses  of  the  type 
given.  The  present  average  of  202-|-  student  clock  hours  per  in- 
slructor  indiccites,  however,  that  the  maximum  limit  of  students  for 
the  present  faculty  has  not  been  entirely  reached,  i.  e.,  from  25  per 
cent  to  50  per  cent  more  students  could  be  efficiently  instructed  by  the 
faculty  as  at  present  constituted. 

THE  PROPOSED  FACULTY  EXPANSION. 

In  vievr  of  vrhat  has  just  been  said  the  iDroposed  addition  to  the 
lacultj^  of  a  number  of  new  departments  and  new  instructors  for 
the  purpose  of  establishing  a  course  in  liberal  arts  may  at  first  glance 
seeDi  unwarranted.  This,  however,  is  not  believed  to  be  the  case.  A 
glance  at  the  list  of  existing  departments,  as  indicated  in  the  last 
table,  shows  that  the  prospective  student  at  the  College  of  Hawaii  is 
limited  almost  exchisively  to  scientific  and  technical  subjects  in  his 
choice  of  courses.  For  the  student  of  nonscientific  inclinations  the 
present  organization  as  a  school  of  '^  agriculture  and  mechanic  arts  '' 
offers  possibilities  for  stud}^  so  limited  that  this  factor  must  be  recog- 
nized as  one  of  the  real  reasons  vrhv  the  attendance  at  the  Collea'e  of 
Hawaii  has  not,  until  the  present  year  '  shown  the  hoped-for  increase. 
The  establishment  of  a  college  of  liberal  arts  will  give  to  the  institu- 
tion that  foundation  of  basically  important  courses  upon  whicli  all 
specialized  stud}^  of  a  technical  or  professional  nature  depends,  and 
on  which  various  types  of  extension  work  can  be  built  up.  It  will 
give  to  the  hojs  and  particularly  to  the  girls  of  the  islands  the  oppor- 
tunity to  secure  at  home  the  same  type  of  general  college  training 
which  can  now  be  found  only  on  the  mainland,  and  it  should  unques- 
tionably serve  as  the  means  for  increasing  the  attendance  of  the  in- 
stitution and  its  usefulness  to  the  communit}^ 

There  is  appended  lierewith  a  tentative  outline  of  the  new  depart- 
ments contemplated,  as  they  are  now  being  considered  by  the  faculty 
of  the  college.  For  this  purpose  a  fund  of  $35,000  appropriated  by 
the  Territorial  legislature  is  available. 

New  Dep\etme-\ts  I*roposed. 

Proposed  additions  to  present  courses  offered: 

Economics. — Accounting;  money,  banking  and  exchange;  advanced  orouoniics. 

Hisforif. — History  of  Japan ;  history  of  China  ;  history  of  Hawaii :  American 
eonstitntional  history. 

Gorernm^nt. — General  freshman  course  on  Americ-an  institutions;  nnuiicipal 
government ;  modern  European  governments ;  Asiatic  governments. 


^  Students  entering  in  the  fall  of  1919  were  declai-ed  eligible  for  the  new  course  in  arts 
and  sciences  to  he  established  in  1920. 


THE    UXIVERSITY   OF    HAWAII.  281 

OeolooU' — Advanced  cour,ses ;   v.uter  re^ourci'  srudic's. 

Languages. — Hawaiian;  Chinese;  Japanej^e;  Latin. 

English. — Argumentation. 

t^ocial  science. — Anthropology;  ethnology:  sociology;  social  work;  Chinese 
social  systems ;  and  Japanese  social  systems. 

PhUoxophy,  psychologii,  and.  education. — History  of  ijliilosopliy  ;  ediicat}(,»nal 
psychology  ;  histoi'v  of  education. 

Several  of  the  proposals  made  above  are  unique  in  American  higher 
education  and  deserve  closer  attention.  It  is.  for  instance,  especially 
fittino-  that  the  X'niversity  of  Havraii  should  preserve  and  teach  the 
native  Hawaiian  language,  as  well  as  Chinese  and  Japanese,  both  of 
high  commercial  value.  The  histories  also  of  Hawaii.  China,  and 
Japan  are  of  immediate  practical  usefulness.  The  department  of 
goA'ernment  may  well  acquaint  the  people  of  the  islands  v.ith  Asiatic 
systems  of  government,  and  the  department  of  social  science  is  deal- 
ing with  an  important  local  question  when  it  teaches  sometliing  of 
tlie  oriental  social  systems.  Such  recognition  of  local  needs  and  con- 
ditions as  is  indicated  by  these  proposed  adaptations  of  traditional 
college  education  to  the  life  of  the  institution's  constituency,  is  wholly 
commendable.  It  is  unnecessary  to  point  out  the  opportunity  thus 
afforded  by  contrast  for  an  unusually  intensive  presentation  of  those 
principles  upon  which  the  American  State  is  founded.  A  public  in- 
stitution of  liigher  education,  teaching  sympathetically  the  languages 
and  customs  of  closely  associated  alien  peoples,  but  emphasizing 
Americanism  in  these  very  teachings,  may  soon  establish  in  Hawaii 
a  patriotic  intellectual  leadership  which  will  help  materially  in  pro- 
ducing good  American  citizens. 

STT'DEXT  AITEXDAXCE. 

The  enrollment  of  stu.dents  at  the  College  of  Hawaii  has  never  been 
large.    The  reasons  for  this  may  be  summarized  under  five  heads: 

1.  The  comparatively  limited  field.  The  population  of  the  Terri- 
tory, as  shown  by  the  census  of  1920,  is  249,999.  exclusive  of  the  Army. 
Xav3\  and  Marine  Corps.  The  geographical  location  makes  attend- 
ance from  outside  the  Territory  practically  negligible. 

2.  The  difficulty  experienced  by  a  large  part  of  the  population  in 
securing  high-school  training,  owing  to  distance  of  residence  from  ex- 
isting high  schools. 

3.  The  lack,  up  to  the  present  time,  of  courses  at  the  college  for 
nonscientific  vStudents.  i.  e..  of  a  college  of  liberal  arts. 

4.  The  comparative  newness  of  the  institution  and  hick  of  knowl- 
edge of  its  activities. 

5.  The  strong  local  tradition  offending  Islaiul  students  to  college 
on  the  ma  in  hind. 


28: 


A   SURVEY    OF    EDUCATION    IX    HAWAII. 


In  spite  of  these  things,  the  attendance  at  the  College  of  Hawaii    i 
has  shown  a  steady  increase,  as  witnessed  by  the  following  figures  for 
the  five-year  period  just  past: 


Enrollment  at  College  of  Hawaii. 


'Vara-^ 

students. 

Regular-. 

Special. 

Total. 

1915-16 

39 
44 
61 
81 
107 

66 
66 
59 
43 
59 

105 

1916-17 

110 

1917-18 

120 

1918-19 

124 

191^20 

166 

It  will  be  of  interest  to  consider  in  a  little  more  detail  the  causes 
which  operate  to  limit  the  attendance  of  the  college.  Comparison 
with  conditions  on  the  mainland  shows  at  once  that  the  limited 
population  of  the  Territory  is  not  in  itself  the  onh^  reason  for  small 
attendance.  The  State  of  Nevada,  with  a  population  not  half  so  large 
as  that  of  the  Hawaiian  Islands,  sent  2CA  students  to  the  University 
of  Nevada  in  1916.  South  Dakota,  Avith  a  population  only  a  little 
more  than  twice  as  large  as  Hawaii,  enrolled  about  800  regular 
students,  residents  of  the  State,  in  her  three  State  institutions.  North 
Dakota,  with  a  little  less  than  three  times  the  population  of  Hawaii, 
registered  1,41-5  native  students  in  her  university  and  agricultural 
college.  Evidently,  then,  the  Territory  with  its  present  population 
offers  a  field  numerically  sufficient  for  the  support  of  a  public 
institution  of  higher  education  comparable  to  those  of  a  number  of 
the  smaller  States  on  the  mainland. 

The  high-school  situation  presents  a  more  serious  condition.  While 
Nevada  had  19  four-year  public  high  schools  at  the  time  of  the 
bureau's  sui^v^ey,  Hawaii  has  but  4.  On  each  of  the  islands  a  con- 
siderable part  of  the  population  is  so  remote  from  high-school  facili- 
ties as  to  render  it  impossible  for  children,  particularly  of  the  poorer 
classes,  to  attend.  An  extension  of  the  present  high-school  system 
is  one  of  the  first  prerequisites  for  increasing  the  attendance  at  the 
College  of  Hawaii.    (See  discussion,  Chap.  II.) 

The  probable  effect  of  the  establishment  of  the  liberal  arts  course 
upon  the  attendance  has  already  been  discussed.  This  will  doubtless 
also  liaA^e  a  marked  effect  upon  the  conditions  indicated  above  in  the 
last  two  reasons  for  limited  attendance.  The  situation  may  be 
summed  up  briefly  as  follows :  Hawaii  has  a  sufficient  population  to 
warrant  the  support  of  a  higher  educational  institution.  Such  an 
institution,  however,  must  furnish  opportunity  for  all  types  of  stu- 


THE  uni\t:rsity  of  hawah.  283 

dents.  If  this  be  done,  it  is  only  reasonable  to  believe  that  the 
university  will  gradually  attract  more  and  more  students  of  the  type 
who  now  attend  college  on  the  mainland,  although  the  attraction  of 
the  mainland  will  always  be  an  important  factor  in  limiting  the  at- 
tendence  at  the  local  institution.  Most  important  of  all,  however,  is 
the  strengthening  and  popularizing  of  secondary  education  by  giving 
better  and  more  accessible  opportunities  for  high-school  work. 

SOURCES  AXD  COMPOSITION  OF  THK  STUDENT   BODY. 

The  entering  class  at  the  College  of  Hawaii,  in  the  fall  of  1919, 
numbered  47  men  and  T  women,  made  up  racially  as  follows : 

Caucasian,  26 ;  Chinese,  20 ;  Japanese,  6 ;  Hawaiian,  1 ;  Korean,  1 ; 
total,  54. 

Of  these  54  students  31  came  from  local  private  schools  and  19 
from  the  Territorial  public  high  schools.  The  analysis  of  sources  of 
attendance  follows: 

From  local  private  schools:  Punahou.  13:  Mills,  5:  St.  Louis,  10; 
Honolidu  Military  Academy,  1;  tutors,  2;  total,  31. 

From  Territorial  high  schools:  McKinley,  13;  Maui,  2;  Kauai,  1; 
Hilo,  1 ;  normal  school,  2 ;  total,  19. 

From  the  mainland,  4 ;  grand  total,  54. 

In  judging  these  figures  there  must  be  borne  in  mind  the  extremely 
important  part  which  the  private  schools  of  the  Territory  play  in 
secondary  education.  Nevertheless  the  student  contribution  of  the 
public  high  schools,  normally  the  main  feeders  of  a  State  college  or 
university,  remains  unusually  small,  particularly  in  view  of  the  fact 
that  the  high  schools  enroll  a  considerably  larger  total  number  of 
students  than  the  private  schools.  The  small  number  of  students 
from  the  islands  other  than  Oahu  seems  to  indicate  that  the  Terri- 
torial college  is  insufficiently  known  and  its  advantages  little  ap- 
preciated outside  of  Honolulu  itself.  That  these  conditions  are  not 
limited  to  the  freshman  class  alone  is  shown  by  the  figures  for  the 
entire  body  of  regular  students,  consisting  of  91  men  and  16  women : 

By  races. — Caucasian,  53;  Chinese,  36;  Japanese,  13:  Hawaiian 
and  part  Hawaiian,  2 ;  Korean,  3 ;  total,  107. 

B}^  secondary  schools. — From  local  private  schools :  Punahou,  24 ; 
Mills,  11;  St.  Louis,  15;  Honolulu  Military  Academy,  1:  lolani,  3; 
Priory,  1 ;  tutors,  4 ;  total,  59.  From  Territorial  high  schools :  Mc- 
Kinley, 30;  Maui,  4;  Kauai,  1;  Hilo,  1;  normal  school,  3:  total,  39. 
From  the  mainland,  9.    Grand  total,  107. 

Of  the  total  number  of  107  regular  students,  a  glance  will  show 
that  92  come  from  schools  in  the  city  of  Honolulu,  9  from  the  main- 
land, and  only  6  from  the  other  islands.  This  condition  is  unnatural 
and  difficult  of  explanation.  It  is  perhaps  partly  due  to  the  fact 
10146°— 20 19 


284  A  SURVEY    OF   EDUCATION   IN    HAWAII. 

that  the  colleg-e  has  no  dormitory  facilities.  The  commission,  more- 
over, is  unable  to  learn  that  any  organized  or  consistent  effort  has 
ever  been  made  by  the  college  authorities  to  present  the  advantages 
of  the  Territorial  institution  to  the  students  of  the  higii  schools  on 
the  outlying  islands,  and  it  feels  that  this  is  j^erhaps  in  part  respon- 
sible for  the  small  attendance  from  these  sources.  The  commission 
recommends  that  a  definite  and  continuous  program  of  publicity  he 
maintained  by  the  colleges  in  order  that  secondary  school  students, 
both  in  Honolulu  and  particularly  on  the  other  islands,  may  be 
informed  of  the  advantages  to  be  gained  from  attending  college  and 
of  the  courses  offered  at  the  local  institution.  Such  efforts  might 
take  the  form  of  talks  by  the  president  and  by  faculty  members,  the 
circulation  of  descriptive  literature,  and  the  enlistment  of  the  inter- 
est of  high-school  teachers  and  principals  by  personal  contact  and 
by  accjuaintance  with  the  personnel  and  the  activities  of  the  college. 

EXTKANCE   REQUIREMENTS. 

The  current  catalogue  (1919-20)  of  the  college  recognizes  three 
classes  of  students:  (1)  Regular  students:  (2)  special  stndents;  and 
(3)  graduate  students. 

Candidates  for  admission  as  regular  students  may  secure  entrance 
in  any  one  of  three  ways : 

1.  By  presenting*  a  certificate  of  graduation  from  a  standard 
accredited  high  school  or  other  institution  of  standard  secondary 
school  grade. 

2.  By  transfer  from  another  college  or  univei^ity. 

3.  By  presenting  15  approved  entrance  credits  or  their  ecjuivalent. 
The  commission  has  gone  over  in  detail  the  entrance  credits  of  all 

the  regular  students  admitted  in  KSeptember,  1919,  and  finds  that  the 
requirements  of  one  of  the  three  entrance  methods  as  stated  at3ove 
have  been  satisfied  in  all  cases.  It  is  necessary,  however,  to  call 
attention  to  the  fact  that  the  statement  of  the  fii^t  method  by  which 
entrance  may  be  secured  leaves  room  for  considerable  divergence  of 
practice,  due  to  the  fact  that  there  is  no  evident  basis  for  acci*editing 
high  schools  or  other  secondary  schools  in  the  Territor}^  As  a  result, 
the  graduates  of  all  schools  giving  four-year  secondary  courses  have 
been  received  upon  certificate,  regardless  of  the  fact  that  some  at 
least  could  scarcely  be  reckoned  as  ready  for  college  entrance  m 
accordance  with  common  practice  in  mainland  colleges.  It  is  only 
fair  to  say,  however,  that  these  cases  are  exceptional  and  that  most 
of  the  certificates  examined  would  doubtless  have  been  accepted  by 
the  majorit}^  of  colleges  admitting  on  the  certificate  plan.  Those  of 
which  criticism  may  be  legitimately  made  fall  naturally  into  two 
classes : 


i 


I 


THE   UNIVERSITY   OF    HAWAII.  285 

1.  Certificates  of  secondary-school  gTaduates  from  higlily  special- 
ized professional  courses.  A  few  cnses  are  on  iile  where  from  5  to  Gi 
units  of  credit  for  purely  commercial  courses  had  to  be  allowed  to 
make  up  the  customary  15  units.  Naturally  the  amount  of  English, 
mathematics,  and  foreign  language  commonly  deemed  advisable  had 
to  be  correspondingly  cut  down.  Two  students  were  admitted  from 
tlie  Territorial  normal  school  with  no  attempt  to  evaluate  their 
records  of  highly  specializeel  normal  work  according  to  college - 
entrance  standards. 

'2,  Certificates  totaling  less  than  15  units  of  secondary -school  credit. 
.V  few  such  w^ere  found,  three  coming  from  Punahou,  one  from 
!McKinley  High  School,  and  one  from  Mills  High  School. 

The  commission  realizes  fully  the  difficulty  under  which  the  Col- 
lege of  Hawaii  has  labored  in  the  matter  of  the  strict  enforcement 
of  standard  entrance  requirements.  Its  field  for  recruiting  students 
has  been  so  limited  that  a  certain  lenienc}^  in  interpretation  was  per- 
haps not  unnatural.  It  has  conceived  its  duty  to  be  the  education 
of  the  secondary-school  graduates  of  the  Territory,  and  the  lack  in 
the  preparation  of  some  of  these  can  not  justly  be  laid  at  the  door 
of  the  college.  The  commission  believes,  however,  that  the  present 
situation  warrants  the  new  University  of  Hawaii  in  assuming  the 
duty  of  careful  selection  of  college  material  and  of  more  rigid  rejec- 
tion of  persons  inadequately  prepared.  Such  action  can  not  fail  to 
have  a  good  effect  upon  secondary  education  in  the  Territory.  Spe- 
cifically the  commission  recommends  that  no  one  be  admitted  as  a 
secondary-school  credit  for  unconditional  entrance  or  11  units  for 
conditional  entrance,  and  that  the  practice  of  accepting  as  regular 
students  those  who  have  prepared  themselves  in  highly  specialized 
business  or  normal  courses  be  abandoned.'' 

SPECIAL   STUDENTS. 

The  problem  of  the  achnission  of  special  students  has  always  been 
a  difficult  one  in  higher  education.  The  College  of  Hawaii  has  made 
an  earnest  effort  to  decrease  its  numl>er  of  special  students  who  dur- 
ing the  earlier  years  of  the  institution's  history  were  considerably  in 
the  majority.  A  glance  at  the  table  showing  the  enrollment  in  this 
college  (1915-1920)  show^s  that  while  the  actual  number  has  not  de- 
creased greatly  during  the  past  five  years  the  ratio  of  specials  to 
regulars  has  been  very  much  diminished  by  the  increase  in  the  latter 
class.  The  current  catalogue  of  the  college  states  tliat  "  Persons  not 
less  than  18  years  of  age  will  be  admitted  to  the  college  as  special 
students — no  student,  however,  who  has  been  in  attendance  at  any 


"The  commission  is  iiifoiinecl  that  a  now  entrance  plan,  .snbstantially  in  accord  with 
tliese  recommendations,  has  just  been  adopted  by  the  College  of  Hawaii. 


\ 


286  A  SURVEY   OF   EDUCATION   IN   HAWAII. 

preparatory  school  shall  be  admitted  as  a  special  student  before  his 
class  has  graduated,  except  by  special  permission  of  the  faculty  of 
the  College  of  Hawaii."  A  statement  furnished  by  college  authori- 
ties divides  the  special  students  into  three  groups:^  (a)  Former 
students  with  good  records,  20;  (?>)  new  students,  high-school  grad- 
uates. 18;  (c)  maturity  and  obvious  fitness,  27. 

It  is  evident  that  a  considerable  portion  of  the  59  specials  could 
qualify  for  entrance  as  regular  students  if  they  chose  to  do  so,  hence 
the  number  of  "  specials "  in  the  sense  of  those  without  college-en- 
trance preparation  is  relatively  not  large.  Most  colleges  refuse  to 
admit  students  of  this  type  under  21  years  of  age. 

SCHOLASTIC    STANDARDS    AND    EEQUIREMEXTS. 

Inquiry  shows  a  remarkably  small  number  of  students  excluded 
from  class  vrork  for  failure,  and  but  few  cases  of  persons  dropped 
from  college  for  the  same  reason.  It  is  difficult  for  those  not  in 
close  daiW  contact  with  the  work  of  the  institution  to  judge  this  con- 
ilition  adequatel}^  Undoubtedly  the  presence  of  numerous  students  fi 
of  alien  (particularly  of  oriental)  races  tends  to  increase  the  earnest- 
ness of  student  effort.  Most  colleges,  however,  find  it  of  advantage  to 
have  some  definite  minimum  limit  of  scholastic  accomplishment,  in 
order  that  those  not  qualifying  to  this  degree  ma}^  be  separated  from 
the  institution.  The  adoption  of  some  such  plan  is  suggested  as  a 
topic  for  faculty  discussion. 

The  regulation  of  the  student's  term  load  is  also  a  matter  worthy 
of  careful  consideration.  A  feeling  was  expressed  by  some  faculty 
members  that  too  much  freedom  is  allowed  in  this  respect  and  that  a 
definite  maximum  limit  should  be  put  upon  the  amount  of  work  which 
students  be  allowed  to  carry.  Investigation  of  the  schedules  of  the 
student  body  gave  the  following  results :  Five  students  are  carrying 
21  hours;  one  student  is  carrying  23  hours;  one  student  is  carrying 
26  hours ;  four  students  are  carrying  28  hours. 

All  others  carry  20  hours  or  less,  the  majority  of  schedules  calling 
for  IT,  18,  or  19  hours.  While  these  figures  seem  high,  as  compared 
to  the  standard  schedule  of  15  or  16  hours  common  to  the  liberal  arts 
course  of  the  mainland  college,  they  are  not  in  excess  of  the  require- 
ments in  many  engineering  schools.  Again,  the  purely  local  elements 
of  racial  al)ility  and  application,  outside  work,  etc.,  make  it  difficult 
for  any  but  those  in  close  daily  contact  with  these  problems  to  solve 
them  wisely.  That  the}'  should  be  solved  l>y  f acult}^  stud}^  of  the  whole 
situation  goes  without  saying. 

^  The!?e  classes  are  Bot  altos-etb*!-  mutually  exclusive — some  in  the  last  group  arc 
colle.tre   irraduates. 


THE   UNIVERSITY   OF   HAWAII.  287 

It  is  a  tribute  to  the  quality  of  the  work  done  at  the  College  of 
Hawaii  that  transfers  have  been  readily  made  to  many  good  main- 
land colleges  and  that  tlie  students  thus  transferred  have  maintained 
good  records  there.  The  record  of  such  transfers  during  the  ^^ears 
1917-1919  (three  years)  include:  West  Point,  2;  Boston  University, 
2;  University  of  California,  3:  Carnegie  Institute  of  Technology,  1; 
University  of  Utah,  1 ;  Cornell,  2;  University  of  Iowa,  2;  University 
of  Illinois,  1 ;  Universit}^  of  Louisiana,  1 ;  Massachusetts  Institute  of 
Technology,  1 ;  Leland  Stanford,  1 :  Dartmouth,  1 ;  Harvard,  1 ; 
Columbia,  1;  University  of  Michigan,  1. 

THE   GRADt  ATES. 

Striking  testimony  to  the  struggle  for  existence  which  the  college 
has  had  during  its  first  decade  is  borne  by  the  fact  that  in  this  period 
only  33  bachelor  degrees  have  been  given,  6  to  vromen  and  27  to  men 
(also  2  master  degrees). 

Racially  the  graduates  are  divided  as  follows:  Caucasian,  17; 
Chinese,  8;  Chinese-Hawaiian,  1;  Hawaiian,  1:  Korean,  2;  Japa- 
nese, 4. 

By  occupations  the  division  is:  Engineering  practice,  9;  sugar 
chemists,  5;  chemists  not  on  plantations,  3:  high-school  teachers,  2; 
grade-school  teachers,  1;  H.  S.  P.  A.  Experiment  Station  staff,  2; 
research  agriculturist  (Olaa  Plantation),  1;  assistant  secretary  Ha- 
waiian Board  of  Fire  Insurance  Underwriters,  1 ;  registrar  College 
of  Hawaii,  1 ;  entomologist,  1 ;  clerk,  United  States  Nav}- ,  1 ;  agricul- 
tural work  in  California,  1 ;  women,  married,  2 ;  unknown,  3. 

While  the  quantity  of  the  college's  product  has  been  very  small, 
it  is  evident  that  those  graduated  liave  been  largely  absorbed  into 
positions  of  usefulness  in  the  Territory.  This  is  after  all  the  best 
test  of  the  institution's  efficiency.  The  problem  for  solution  during 
tlie  next  decade  is  to  increase  the  student  body  and  broaden  the  field 
of  activit}'^  of  the  new  University  of  Hawaii,  so  that  it  may  repay 
the  expenditures  of  its  constituency  by  an  ever-increasing  number 
of  trained  graduates. 

INCOME    FR0:Nr    FEDERAL    AND    TERRITORIAL    SOURCES. 

The  college  derives  the  bulk  of  its  income  from  two  sources,  the 
Federal  and  Territorial  Governments.  The  income  from  Federal 
sources  is  given  in  a  lump  sum,  with  certain  definite  restrictions  upon 
tlie  purposes  for  which  it  may  be  used.  The  sum  is  now  fixed,  and 
invariably  from  year  to  year  the  income  from  the  Territory  varies 
'-■'  by  biennial  periods.     It  is  separated  into  funds  by  the  process  of 


288 


A   SURVEY   OF   EDUCxVTION   IX    HAWAII. 


appropriation  for  various  purposes.  The  sum  is  variable  and  fur- 
nishes the  element  of  flexibility  so  necessary  to  meet  increased  needs. 
An  analysis  ot  income  from  these  tAvo  main  sources  follows: 

Totul  Federal  (iniJ  Tcrntor'mJ  (<})i>ronri(itio;is  for  the  Collcf/c  {<ni<l  f'uirrrsifij)  of 

Hair  ail. 


Fc'lcral 

Territorial  aiipropriations. 

Total  both 

Biennial  periods. 

appro- 
priations. 

Purpose. 

Not 
amounts. 

Total  Ter- 
ritorial. 

appropria- 
tions. 

865,000 

85,000 
100,000 
100,000 
100,000 
100.000 

1  100. 000 

[Buildings  and  fixtures 

$9,286.89 

6,287.66 

3,717.46 

15,000.00 

4,000.00 

20,000.00 

7.5,000.00 

20,000.00 

18,936.36 

28,000.00 

18,000.00 

42,000.00 

12,000.00 

104,500.00 

142. 000.  (X) 

35,000.00 

t 
[si9,292.01   ''        ?S4  ''9'?  01 

ir)07_ir)on 

■{Salaries  and  pay  roll 

[incidentals    

1009-1011 

/Salaries  and  expenses 

\Dairv,  poultry,  swine ... 

1  19,000.00  '        104,000.00 

1911-1913 

/Salaries  and  expenses 

WToin  Vlnilrlinnr 

}  95. 000. 00  j        195,000.00 
j-  38,931.36           i3S,931.3'J 
I  46,000.00  [         146,000.00 

191:M915 

1915-1917 

/Salaries  and  expenses 

(Buildings  and  improvements.. 

/Salaries  and  expenses 

\Buildiugs  and  improvements. . 
/Salaries  and  expenses 

lOlO-Wl 

\Buildings  and  improvements. . 

[Salaries  and  expenses 

\  Buildings  and  improvements. . 
lUnivcrsit  V  of  Hawaii 

j-  o4, 0!X).  00  )         lo4, 000.  00 

281,500.00           381,000.00 

j 

! 

Total 

650, 000 

•^553,723.37 

1, 203, 723.  37 

'•■  Based  on  the  established  rate  of  S50,000  annually. 

2In  addition  the  Territory  has  allotted  91.15  acres  of  land  carried  on  tlic  inventory  at  ?140,0fi5.    I!s  pres- 
ent value  is  said  to  be  from' $3,000  to  ?5,000  per  acre. 

It  is  evident  that  until  the  beginning  of  the  ])iennium  11)10-1021 
the  College  of  Hawaii  lived  upon  a  very  moderate  income  indeed, 
particularly  in  view  of  the  fact  that  the  total  biennial  appropria- 
tions given  above  include  not  only  current  expenses,  but  also  expendi- 
tures for  buildings  and  other  permanent  improvements  as  well.  Just 
how  small  this  income  was  may  be  seen  from  a  study  of  the  funds 
furnished  hy  Territorial  appropriations  as  compared  with  similar 
appropriations  for  higher  education  in  the  States : 


Anioinit  crpriKTcd  for  .^tatr-siipportCfJ  JiiffJicr  cdficyf  io}i  for  each  S'l.OOO  of  irraJfJi. 
J))f  Sfafr.s:   fOfS.  c.t-chid'wt  vonnaJ  s-rhools. 


1.  Wyoming SO.  82 

2.  Arizona 78 

3.  Idaho 71 

4.  New  Mexico. 09 

5.  Utah m 

r>.  South  Dakota 56 

7.  Michigan 53 

8 .  Montana 53 

0.  Tennessee 53 

10.  Delaware 51 

n  .  Vemiont 50 

12 .  Wisconsin 48 

13.  New  Hampshire 40 


14. 
15. 
10. 
17. 
18. 
19. 
20. 
21. 
22. 
23. 
24. 
25. 
20. 


Nevada 

Colorado 

Minnesota 

Mississippi 

Oregon 

South  Carolina 
Massachusetts. 

Florida 

Kansas 

Nebraska 

Washington.. . 

California 

Indiana 


9^0 


THE   UXIVEESITY   OF   HAWAII. 


289 


louNt    expended    for   Sfate-supportcd    hiijlicr   education-   for   each    ,$1,000    of 
trcalth.   hii  fifates,  1918,   creJudnin    .lonnaJ   .s-f//oo/.s'— Contimied. 


28. 
29. 
30. 
31. 
32. 
33. 
34. 
35. 
3C. 
37. 
38. 
39. 


Texas 

Virginia 

Maine 

Iowa 

North  Carolina. 
Ohio 

Georgia 

Kentucky 

North  Dakota . . 

Oklahoma 

West  Virginia . . 

Alabama 

Connecticut 


$0.  32 
.31 
.29 
.28 
.28 
.25 


21 
20 
17 
15 


40.  Illinois 

41.  Marylan.l 

42.  Miss(Hiri 

43.  Arkansas 

44.  Rho'le  IsUukI 

45.  Hawaii 

Ne"\v  York 

Nevr  Jersey.. . 
Pennsyh-ania. 
Louisiana.. . . 


$0.  15 
.  15 
.15 
.14 
.  14 
.11 
.10 
.06 
.06 
.05 


Average    fur 
fexchKlinir 


Unite*!    Stales 
Hawaii ) 


Evidently  during  the  first  decade  of  its  existence  the  Colleo-e  of 
Hawaii  was  not  only  lacking  in  students  but  in  the  proper  funds  as 
well  to  offer  educational  inducements  equal  in  scope  to  those  of  the 
mainland  colleges.  With  the  year  1919  a  new  policy  seems  to  have 
been  adopted  by  the  Territory.  It  was  evidently  realized  that  no 
real  expansion  could  be  hoped  for  until  an  adequate  investment  was 
made.  The  biennial  budget  for  1919-1921  contemplates  $142,000 
for  buildings,  an  increase  from  $42,000  to  $104,500  for  salaries  and 
expenses,  and  a  special  sum  of  $35,000  for  new  professorships  and 
for  other  expenses  incidental  to  the  establishment  of  the  college 
of  liberal  arts.  The  new  tax  income  for  1919-1921  is  $381,000 
as  compared  with  $154,000  for  1917-1919.  It  is  interesting  to  note 
that  the  new  rate  of  Territorial  expenditures  raises  the  Territory  of 
Hawaii  in  the  table  just  given  from  11  cents  per  $1,000  of  wealth  to 
60  cents  per  $1,000  and  from  forty-fifth  place  to  sixth  among  the 
States  of  the  Union. 

Another  excellent  standard  of  comparison  is  by  per  capita  re- 
ceipts. 

Raul:  of  Sifates  as  to  per  capita  receipts  of  hif/Jier  educational  institution.^  sup- 
ported Ijij  the  t^tate.  iiornial  selioot^  not  inetuded. 


1.  Nevada .<;2.  43 

2.  Arizona 1.  90 

3.  Wyoming 1.  62 

4.  Montana 1.  GO 

5.  Utah 1.55 

G.  Soutli  Dakota 1.  52 

7.  Iowa 1.38 

8.  Idaho 1.33 

9.  Nebraska 1.33 

10.  Colorado 1.  2G 

11.  California 1.21 

12.  :Miehi2an 1.  20 


13. 
14. 
1.5. 
1G. 
17. 
IS. 
19. 
20. 
21. 
22. 
23. 
'^1 


IMinnesota 

Oregon 

Kansas 

Wisconsin _ 

NtMv  Mexico 

Wasliington 

North  Dakota  __ 

A'ermont 

Dehiware 

New  Hampshire 

Texas 

Indiana 


•'^l 

20 

19 

14 

08 

04 

99 

.92 

SO 

87 

77 

70 

CS 

290  A   SURVJEY-OF   EDUCATION   IN    HAWAII. 

Rank  of  Statrs  a.s  to  per  capita  receipts  of  liifiher  oluratinnal  institutions  sup- 
ported  Inj  the  ^tate,  normal  schools  not   in  el  u  tied — Continued. 


39.  New  York $0.  29 

40.  North  Carolina .  29 

41.  Kentucky :_______  ,  26 

42.  Rhode  Island- .25 

43.  Geor.y'ia .24 

44.  Alabama .  21 

45.  Arkansas .20 

46.  Ne^Y  Jersey .  15 

47.  Pennsylvania .  12 

Hawaii    (1917-1919) .10 

48.  Louisiana .  09 


Average  for  United  States 
(excluding  Hawaii) .80 


25.  Oklahoma J?0.  m 

26.  Massachusetts .  65 

27.  Tennessee_____ .58 

28.  Florida .  55 

Hawaii    (1919-1021) .55 

29.  Ohio .  53 

30.  Illinois .48 

31.  :Maine .48 

32.  West  Virginia .  48 

33.  South  Carolina .43 

34.  Virginia .43 

35.  Connecticut .35 

30.  Mississippi .34 

37.  Missouri ^__  .33 

38.  Maryland .  30 

In  view  of  the  comparisons  just  given,  the  situation  may  be 
summarized  in  a  few  words:  The  Territorj^  has,  during  the  first 
decade  of  the  college's  existence,  not  given  it  adequate  financial  sup- 
port. The  upbuilding  of  a  State  institution  of  higher  education 
means  more  than  the  mere  supplementing  of  Federal  appropriations 
by  sums  barel}^  sufficient  to  fill  the  most  pressing  needs.  It  means 
more  than  the  maintenance  of  pureW  technical  schools  alone.  If 
the  attempt  is  worth  making  at  all  it  is  worth  making  thoroughly. 
The  constituency^  from  which  the  Territorial  college  or  university 
may  legitimately  hope  to  draw  its  students  is  not  to  be  satisfied 
with  an  institution  struggling  for  a  bare  existence.  If  Hawaii  is 
to  build  up  in  its  own  field  the  kind  of  university  to  which  all  types 
of  citizenship  will  be  glad  to  contribute  students,  it  must  be  pre- 
pnreCl  to  pay  the  price,  i.  e.,  it  must  expect  to  contribute  as  much 
})roportionatel3^  as  do  the  States  of  the  mainland  to  their  institutions. 
Xot  until  the  more  generous  policy  of  the  present  biennium  is 
definitel}^  recognized  as  permanent  can  Hawaii  hope  to  offer  higher 
educational  advantages  comparable  in  scope  and  excellence  with 
those  to  be  had  on  the  mainland,  and  not  until  this  result  has  been 
reached  will  the  majorit}^  of  her  sons  and  daughters  turn  to  the 
local  institution  for  college  training.  The  Territory  has  already 
committed  itself  to  the  support  of  higher  education.  The  field  is 
uniquely  remote  from  all  competition,  and  the  wealth  and  popula- 
tion of  the  islands  seem  to  warrant  the  support  of  a  Territorial 
university.  The  commission  therefore  recommends  that  the  people 
of  Hawaii  continue  in  the  future  the  policy  of  support  inaugurated 
during  the  present  biennium  by  taxing  the  wealtli  of  the  Territory 
for  the  support  of  the  universit}^  in  a  degree  reasonably  comparable 
to  the  practice  of  the  more  liberal  States  of  the  mainland. 


THE   UXIVERSITY   OF   HAWAII. 


291 


COSTS. 

The  income  of  the  college  by  biennial  periods  has  been  given  above. 
An  attempt  will  be  made  here  to  analyze  the  expenditures  of  these 
appropriations  and  to  secure  from  several  angles  statements  of  the 
cost  of  education  in  the  Territorial  institution.  The  actual  total 
annual  cost  of  maintaining  the  college  for  the  past  five  years  may  be 
used  as  a  starting  point,  further  subdivided  by  general  purposes  of 
expenditure : 

Sunutiarij  of  annual  erpenditurcs  <ii  the  CoUcne  of  Hoiraii.  191 ',-1910. 


Year. 


Permanent 

j   improve-   j 

Total.        mentsand       Special. 


1914-15 1  ?S4,  S24. 60 

1915-16 S8, 554. 50 

1916-17 '     70, 4.31.  41 

1917-18 :     89, 114.  71 

1918-19 ■     79,642.60 


SI  6 

490.30 

17 

127.63  i 

872.37  ! 

11 

363.39  i 

636.61 

S4.250.48 
4,799.10 
5,697.06 
5. 1.30.  89 

13',  139. 99 


Equipment 

and 

supplies. 


§112,077.43 

10, 001,  S2 

7,597.54 

9,776.25 

8, 36S.  17 


Instruction, 


S40,308.27 
46,672.67 
47,833.3.5 
46, 734. 99 
43,001.67 


General 
operating. 


S5,698,12 
9,953.28 
8,431.09 
16, 109. 19 
14, 496. 16 


Educational. 


Total  expenditures 


Construction  and  lands-. 
Special  funds. 
Extension  and  (operating-  expendinire?__ 
service. 


In  making  surveys  of  educational  institutions  the  Bureau  of  Edu- 
cation has  adopted  the  following  plan  of  subdivision  of  the  total  ex- 
penditures : 

r  Instruction. 

I  Educational  eciuipment 

and  supplier^. 
General    operating    ex- 
{     penses. 

For  the  purpose  of  the  present  survey  the  second  general  title, 
Extension  and  service,  may  be  disregarded,  since  expenditures  under 
this  head  have  been  practically  nothing.  The  title  Construction  and 
land  includes  expenditures  for  permanent  improvements,  for  direct 
additions  to  the  plant,  and  for  furniture  for  new  buildings.  Special 
funds  include  prize  funds  and  funds  available  only  for  indicated 
l^urposes  apart  from  instruction.  O'peroMng  ex-penditures  are  sub- 
divided into  instruction  (teaching  salaries),  educational  equipment 
and  supplies  (departmental  expenditures,  library,  etc.),  and  general 
operating  expenses  (overhead  administrative  salary  expense,  etc.). 
It  is  this  item  of  operating  expenditures  wdth  its  three  subdivisions 
vrhich  furnishes  the  best  index  as  to  the  cost  of  college  maintenance. 

In  determining  the  annual  average  cost  j^er  student,  the  total 
annual  operating  expenditures  are  divided  by  the  average  number 
of  students  in  attendance  during  the  college  year  September  to 
Jime.    This  latter  figure  is  determined  by  taking  an  average  of  the 


292 


A   SURVEY   OF   EDUCATIOX    IX    HAWiill, 


maximum  attendances  during  each  of  the  terms  or  semesters  of  the 
3'ear. 

In  determining  attendance  at  the  College  of  Hawaii  the  special 
student  is  reckoned  as  taking  one-third  the  work  of  the  regular 
student,  i.  e.,  three  special  students  are  counted  as  equaling  one  regu- 
lar student.  That  this  figure  is  approximately  accurate  is  shown  by 
the  fact  that  the  average  num.her  of  clock  hours  for  the  regrdar 
student  is  26.7  and  for  the  special  student  8.86. 

student  per  capita  co^ts  at  the  CoUcf/c  of  TTairaii,  101 ',-1910. 


Year. 

Insti-uction. 

Per 
capita. 

E<}uip- 
ment. 

Per 
capita. 

General 
operating. 

Per 
capita. 

Total. 

Per 
capita. 

1914-1.5 

1915-16 

S46,.30S.27 
46,672.67 
47, 833.  35 
46,7.34.99 
43,001.67 

SI,  218.64 
765. 11 
724.75 
576. 97 
452.6.5 

S12,077.43 

10,001.82 

7,  .597. 54 

9,776.25 

8,368.17 

$317.  82 
163. 94 
11.5. 11 
120.69 

88.09 

$5,698.12 

9,953.28 

8,431.09 

16,109.19 

14,496.16 

f>149.  95 
163. 17 
127.  74 
198.  88 
152. 59 

S64,093.82 
66,627.77 
63,861.98 
72,610.43 
6.5,866.00 

?1,686.41 
1,092.22 

1916-17   .. 

967.60 

1917-18..., 

191S-19.... 

896.54 
693.33 

It  can  not  be  denied  that  the  student  per  capita  cost  at  the  Col- 
lege of  Hawaii  is  very  high,  higher  in  fact  than  at  any  other  in- 
stitution surveyed  l)y  the  Bureau  of  Education.  T'Wen  the  figure  of 
$69)i.oo  for  the  year  11)18-19,  though  it  represents  a  decrease  of 
nearly  $1,000  per  student  when  compared  to  the  cost  in  1914-15,  is 
still  considerably  higher  than  should  be  the  case  in  an  institution 
where  normal  conditions  prevail.  Before  discussing  the  reasons  for 
this  it  will  be  illuminating  to  compare  this  figure  with  similarly 
2'ained  results  from  other  institutions. 


Per  capita  cost.';  of  instruction   in  the  institutions  sio-reijcd  hn  the  Bureau  of 
Education,   in    rninlmujn-nta:rinunn    order. 

1.  Alabama  Girls'  Technical  Institute,  1916-17 $103.54 

2.  Alabama  Folytecbnic  Institute,  1916-17 ^_  140.19 

3.  Alabama  Polytechnic  Institute,  1917-lS 153.86 

4.  University  of  Alabama,  1910-17 J 155.09 

.1.  Alabama  Girls'  Technical  Institute,  1917-lS 164.74 

6.  Iowa  State  Teachers' College,  1913-14 108.00 

7.  Iowa  State  Teachers'  College,  1914-15 170.00 

5.  University  of  Alabama,  1917-18 186.30 

9.  Washington  State  X'niversity,  1914-15 1 - 192.77 

10.  Washington  State  University,  1913-14 223.  49 

11.  South  Dakota  State  University,  1910-17 241.29 

12.  Iowa  State  Colleg(-,  1913-14 270.00 

13.  Iowa  State  College,  1914-15 271.00 

14.  S«mth  Dakota  State  University,  1915-10 2,71.30 

15.  Iowa  State  University,  1914-15 274.50 

10.  Iowa  State  University,  1913-14 275.00 

17.  Wiishington  State  College,  1914-15 2S9.  79 

18.  South  Dakota  State  School  of  Mines,  1916-17 350. 12 


THE    UXIYERSITY   OF    HAWAII.  293 

19.  Wasliington  State  College.  1013-14 .  .$358.37 

20.  Arizona  Stato  University,  19ir)-ir> 400.73 

21.  South  Dakota  State  CoIleg(\  lOlo-lG 441.21 

22.  Nevada  State  University,  1914-1.^ 1 443.  IS 

23.  South  Dakota  State  Coile-e,  1916-17 i_L_-_- 4r>S.  3", 

24.  Nevada  State  University,  1915-1()_ ^_-_ .^^__: r»22.  77 

25.  Soutli  Dakota  State  School  of  Mines,  1915-10 504.  32 

20.  College  of  Hawaii,  1918-19 G93.  33 

When  considering  the  whole  question  of  student  per  capita  costs 
it  must  be  home  in  mind  that  a  great  many  elements  may  come  into 
play  to  reduce  or  increase  the  figures.  Thus  a  comparison  ol'  different 
institutions,  working  under  different  conditions,  is  scarcely  pro- 
ductive of  absolute  results.  Nor  should  it  be  taken  for  granted  that 
the  lower  the  cost  the  more  efficient  the  management.  Xor  is  it  always 
true  tliat  the  student  receives  the  best  training  in  the  schools  whose 
costs  ure  highest.  In  the  light  of  previous  surveys  a  figure  of  $275 
has  been  suggested  by  the  bureau  as  an  average  per  capita  cost  for  a 
State  institution  of  reasonable  size  and  of  recognized  standards. 
Genera  11}'  spealdng,  this  figure  must  be  increased  for  institutions  of 
smaller  enrollment  and  it  may,  perhaps,  be  somewhat  reduced  for 
larger  universities.  However,  it  should  be  the  purpose  of  the  best 
educational  policy  to  pro^^de  a  better,  not  necessarily  a  cheaper,  in- 
stitution. 

The  relatively  large  per  capita  cost  at  the  College  of  Hawaii  is 
obviously  due,  in  the  first  place,  to  small  attendance.  As  has  already 
been  pointed  out,  a  certain  initial  overhead  expense  is  necessary  to 
establish  even  the  most  modest  college.  ^lost  of  this  investment 
would  doubtless  be  as  necessary  for  50  students  as  for  150  or  m.ore. 
It  has  already  l^een  shown  on  the  basis  of  faculty  load,  reckoned  in 
student  clock  houi^^  that  a  considerable  increase  in  the  student  body 
might  well  be  allowed  without  greatly  increasing  the  teaching  force. 
The  same  fact  is  emphasized  by  a  study  of  the  size  of  the  classes. 


.SIZE  OF   CLASS    SECTIONS   AT    THE   COLLEGE   OF    HAWAII, 

Twenty-three  sections  have  1  to  5  students. 
Thirteen  sections  have  6  to  10  students. 
Sixteen  sections  have  11  to  20  students. 
Seven  sections  have  21  to  30  students. 
Four  sections  have  31  to  40  students. 
<  )iic  section  has  61  to  70  students. 

Obviously  there  are  entirely  too  many  small  sections,  particularly 
sections  vrith  five  students  or  less,  to  allow  the  most  economical  use 
of  faculty  time.  This  fact  should  lead  to  an  examination  by  tiie 
faculty  of  the  variety  of  courses  offered  with  the  (juestion  in  mind 
as  to  whether  a  reduction  in  the  number  of  courses  or  adoption  of  the 
plan  of  repeating  work  only  in  alternate  years  might  not  i)erhaps  be 


294  A  SURVEY   OF   EDUCATION   IN   HAWAII. 

desirable.  However,  the  commission  by  no  means  desires  to  give  the 
impression  that  it  considers  the  administration  of  the  college  to  be 
an  extravagant  one.  In  fact,  it  believes  that  more  mone}^  rather  than 
less  should  be  expended.  The  present  high  per  capita  cost  should  be 
relieved  by  increasing  the  student  body  rather  than  by  economizing 
in  salaries  or  teaching  force.  Onh^  b}^  broadening  the  field  of  the 
college  can  its  appeal  become  a  popular  one.  This  will  add  to  the 
total  expenditure,  but  it  should  also  considerably  decrease  tlie  per 
caj^ita  cost  by  attracting  a  much  larger  student  body  than  the  present 
limited  curriculum  can  ever  hope  to  do. 

3.  THE  DEVELOPMENT   OF  A   UNIVERSITY   OF   HAWAII— GRADU- 
ATE AND  PROFESSIONAL  SCHOOLS. 

.  The  College  of  Hawaii  at  present  offers  professional  courses  in 
agriculture,  engineering,  sugar  technology,  and  home  economics. 
Under  the  new  organization  of  the  University  of  Hawaii  these 
courses  will  be  grouped  under  the  college  of  applied  science,  and  a 
fifth  course  in  business  and  commerce  will  be  added  in  that  college. 

The  work  now  being  offered  deserves  examination  as  to  its  relation 
to  island  needs  and  the  j^ossibilities  of  extension  and  closer  corre- 
lation. The  department  of  agriculture  is  hampered  by  a  compar- 
atively small  equipment  and  by  lack  of  cooperation  with  other 
public  agencies  of  a  similar  nature  in  the  islands.  The  commission 
believes  that  the  primary  object  of  the  department,  as  stated  in  the 
catalogue,  namely,  "  to  teach  the  general  laws  governing  the  relation- 
ship of  growing  crops  and  living  animals  to  soil,  climate,  and  sur- 
roundings," is  attained  in  so  far  as  the  limitations  of  equipment 
allow.  During  the  past  two  years  the  department  has  issued  annual 
reports  which  show  an  extremely  creditable  effort  to  deal  with  the 
problem  of  diversified  agriculture  and  to  undertake  agricultural  re- 
search. However,  with  a  very  limited  income  and  equipment  and 
with  no  funds  for  research,  it  is  quite  impossible  for  the  depart- 
ment of  agriculture  to  extend  its  activities  far  beyond  the  limits  of 
the  university  campus  and  to  become  a  real  influence  throughout 
the  islands.  Detailed  consideration  will  be  given  in  succeeding 
pages  to  the  general  agricultural  situation  in  the  Territory. 

In  the  course  in  sugar  technology  the  departments  of  agriculture 
and  engineering  liave  combined  with  the  scientific  departments  of 
the  college  to  trairi  men  for  the  agricultural  and  the  engineering 
phases  of  the  sugar  industry.  This  course  is  probably  unique  of  its 
kind  and  undoubtedly  meets  the  chief  local  demand,  that  for  men 
trained  in  sugar  production.  Its  practical  usefulness  is  attested  by 
the  hearty  cooperation  of  the  sugar  plantations  in  offering  their 


THE   UNIVERSITY   OF   HAWAII.  295 

resources  for  a  cooperative  arrangement  for  part-time  work  by  stu- 
dents under  actual  conditions  of  production  as  a  part  of  the  course. 
A  short  course  for  men  already  emplo^^ed  on  the  plantations  has  been 
very  successful  and  largely  attended. 

The  proposed  departments  which  are  to  constitute  the  new  college 
of  arts  and  sciences  have  already  been  discussed.  A  limited  amount 
of  graduate  work  is  planned.  The  administration  of  the  college  has 
undoubtedly  chosen  wisely  in  adopting  this  moderate  plan  of  future 
development.  The  greatest  need  of  the  Territory  in  the  field  of 
higher  education  will  be  met  by  the  establishment  of  a  college  of  arts 
and  sciences,  and  conversely  this  step  is  the  wisest  possible  con- 
structive move  in  building  up  the  neAv  university  itself.  The  call  for 
graduate  work  or  for  professional  schools  of  law,  medicine,  etc.,  is 
still  so  faint  as  to  preclude  the  addition  of  these  for  many  years  to 
come.  Certain  other  professional  problems  are  however  more  press- 
ing, since  they  are  the  result  of  insistent  local  demand.  The  two  most 
important,  in  the  opinion  of  the  commission,  have  to  do  with  train- 
ing and  research  in  agriculture,  and  with  the  demand  for  more  thor- 
oughly trained  teachers  in  the  public-school  sj^stem  of  the  islands. 
The}^  Avill  be  discussed  in  order. 

AGENCIE>;    IX    AGRICULTURAL    RESEARCH. 

The  field  of  effort  in  agricultural  training  and  research  in  the 
Territory  is  shared  by  four  agencies.:  The  Federal  agricultural  ex- 
periment station,  under  the  States  Relations  Service  of  the  U.  S. 
Department  of  Agriculture :  the  Territorial  Bureau  of  Agriculture 
and  Forestry,  under  the  Territorial  government;  the  College  of 
Agriculture  and  Mechanic  Arts  (College  of  Hawaii),  under  com- 
bined Federal  and  Territorial  auspices ;  and  the  research  laboratory 
of  tlie  Hawaiian  Sugar  Planters'  Association,  under  private  control. 
Ihe  latter  organization  has  had  the  advantage  of  unified  and  intelli- 
gent private  control  and  initiative,  and  of  ample  resources.  It  has 
devoted  itself  largely  to  the  problems  of  sugar  production,  the 
Territory's  main  industry,  and  has  achieved  an  enviable  record  for 
thoroughness  and  efficiency.  Being  under  private  control  and  de- 
voted to  a  single  industry,  it  may  be  for  the  present  eliminated  from 
further  consideration  in  this  discussion.  The  field  of  effort  as  regards 
the  publicly  supported  agencies  seems  to  be  roughly  divided  as  fol- 
lows :  The  College  of  Hawaii  assumes  the  duty  of  instruction,  but 
has  little  money  for  experimentation;  the  Federal  agricultural  ex- 
periment station  devotes  its  resources  to  research,  but  assumes  few 
duties  of  instruction:  the  Territorial  bureau  of  agriculture  and 
forestry  is  devoted  to  experimentation  and  research  (said  to  be  in 
fields  other  than  those  occupied  by  the  Federal  station),  and  in  addi- 


296  A   SURVEY    OF   EDUCATIOi^T   IN    HAWAII, 

tion  assumes  necessary  police  duties  in  the  enforcement  of  laws 
within  its  jurisdiction. 

The  College  of  HaAvaii  has  long  recognized  the  value  of  proper 
coordination  between  research  and  instruction,  but  has  been  unable 
to  secure  any  of  the  Federal  funds  commonly  available  for  research 
in  agriculture.  The  P'ederal  Government  in  its  tu;L^n  has  not  failed 
to  appreciate  the  unique  value  of  agricultural  experimentation  in 
Hawaii  but  has  intrusted  this  function  to  the  States  Relations  Service 
rather  than  to  tlie  College  of  Agriculture  and  Mechanic  Arts.  It  is 
imfortunate,  but  true,  that  these  two  agencies,  both  supported  by- 
Federal  appropriations,  have  never  been  able  to  work  out  any  satis- 
factory plan  of  cooperation  by  which  students  of  the  college  might 
enjoy  the  facilities  offered  by  the  Federal  experiment  station  or  by 
which  they  might  becom^e  of  service  to  the  experiment  station  and  the 
Territory  by  being  trained  as  workers  at  the  station. 

It  is  not  the  function  of  this  investigation  to  place  the  blame  for 
this  unfortunate  condition  of  affairs.  That  an  entire  lack  of  under- 
standing and  of  cooperation  does,  however,  exist  between  the  two 
Federal  agencies  for  the  promotion  of  agriculture  is  a  matter  of 
common  knowledge  and  must  be  openly  i-ecognized.  The  commis- 
sion can  not  attempt  to  weigh  the  value  of  the  legal  and  personal 
arguments  both  for  and  against  the  consolidation  of  these  two  Fed- 
eral interests.  It  can  only  point  to  the  fact  that  from  an  educational 
standpoint  there  is  no  cpiestion  of  the  value  vhich  might  be  gained 
by  the  students  of  the  College 'of  Hawaii  were  the  resources  of  the 
course  in  agriculture  amplified  by  the  free  use  of  the  facilities  of  the 
experiment  station.  Wiiether  it  would  be  necessary  to  unite  both 
agencies  under  the  control  of  the  university  in  order  to  accomplish 
this  end  depends  entirely  upon  the  willingness  manifested  by  both 
to  enter  into  a  close  working  agreement  without  such  union. 

The  mainland  shows  numerous  examples  of  independent  Federal 
experiment  stations  and  also  of  Federal  experiment  stations  under 
the  control  of  land-grant  colleges.  The  whole  question  is  one  which 
affects  not  Hawaii  alone  but  many  m_ainland  States  as  well.  The 
commission  can  only  call  attention  to  the  very  wasteful  and  unsatis- 
factory conditions  now^  existing  in  Honolulu  and  recommend  that 
Congress  through  a  proper  committee  consider  plans  by  which  these 
two  functions  of  instruction  and  research,  both  supported  by  Fed- 
eral funds,  may  ]>e  brought  into  closer  relation  and  their  work 
coordinated. 

The  relation  between  the  college  and  the  Territorial  bureau  of 
agriculture  and  forestry  is  of  a  somewhat  different  nature.  In  this 
case  both  the  Federal  and  the  Territorial  GoA-ernments  are  repre- 
sented. Also,  the  Territorial  bureau  exercises  numerous  functions 
which  do  not  fall  within  the  province  of  an  educational  institution, 


THE    r^s'IYER^SITY   OF    HAW.VII.  297 

as,  for  example,  poiiee  power.  There  is  no  tloiibt.  liowever,  tliat 
many  of  the  activities  of  the  buireaii  would  furnish  excellent  training 
for  college  students  with  eventual  l^enefit  to  the  Territory.  It  is 
food  for  serious  thought  that  the  College  of  Hawaii  has  been  able  to 
establish  closer  cooperative  relations  with  the  only  private  organiza- 
tion in  the  field,  the  Hawaiian  Sugar  Planters'  Experiment  Station, 
than  with  either  of  the  two  organizations  supported  by  the  people  at 
large.  As  examples  may  be  mentioned  the  cooperative  arrangement 
by  Avhich  college  students  in  the  course  in  sugar  technology  work 
during  part  of  their  training  on  the  plantations  or  in  the  experiment 
station  of  tiie  Sugar  Planters'  Association:  also,  the  short  course 
r.'Hently  given  at  the  college  for  plantation  men  under  the  joint 
iiuspices  of  the  college  and  the  Hawaiian  Sugar  Planters'  Experiment 
Station. 

XEED  FOE  TRAINING  TEACHERS  FOR  HIGH  SCHOOLS. 

The  proper  training*  of  an  adequate  teaching  force  within  the  Tei*- 
ritory  is  one  of  the  most  serious  problems  which  confronts  the  public 
educational  system  of  the  islands.  It  is  discnssed  at  length  elsewhere 
in  the  survey  report.  It  falls  within  the  province  of  the  study  of 
liigher  education  only  in  so  far  as  it  may  be  feasible  to  use  the  re- 
sources of  the  College  af  ijawaii  in  bringing  about  its  solution.  At 
present  no  secondary-school  teachers  are  trained  in  Hawaii.  That  is. 
all  teachers  in  private  and  public  secondary  schools  must  be  imported 
from  the  mainland.  &neh  a  condition  is  basically  wrong,  particuLirly 
in  view  oi  the  fact  that  sources  of  supply  on  the  mainland  are  for 
the  most  part  inadequate  to  satisfy  the  demands  of  their  own  con- 
stituencieSi  The  commission  believes  that  this  duty  of  training  sec- 
ondary teachers  is  one  of  the  most  important  demands  now  facing  the 
University  of  Hawaii.  The  addition  of  a  strong  department  of  edu- 
cation to  the  new  college  of  arts  and  sciences  would  enable  the  uni- 
versity to  accomplish  the  task  satisfactoriW,  at  least  until  such  time 
as  the  members  in  trainings  warrant  the  establishment  of  a  college  of 
education  as  a  separate  unit  of  the  university.  For  tlie  success  of  surh 
a  plan  the  cooperation  of  the  public  school  system  is  indispensable. 
The  commission  recommends  that  the  board  of  regents  of  the  uni- 
versity take  the  initiative  in  the  foi?mation  of  a  training  course  foi- 
secondaiy -school  teachers  by  inviting  the  cooperation  of  the  public- 
school  authorities  in  the  consideration  of  a  cooperative  plan  simihu' 
to  that  in  use  at  the  Teachers'  Colleg-e  of  the  University  of  Cincin- 
nati. 

RESEARCH. 

The  resources  of  the  College  of  Hawaii  have  not  in  the  past  given 
opportunity  for  the  larger  development  of  the  research  function. 
Nevertheless  this  function  is  justly  recognized  as  part  of  the  debt 


298  A   SUE  YE  Y   OF   EDUCATION   IN    HAWAII. 


A^hicli  a  State  institution  of  higher  education  must  repay  to  its  con 
slituenc}^  The  practical  trend  of  research  work  in  an  institution  of  | 
this  type  is  a  not  unnatural  result  of  the  attendant  circumstances. 
The  great  debt  which  Hawaii  and  the  entire  oriental  world  owe  to 
the  College  of  Hawaii  for  its  researches  in  leprosy  and  its  cure,  has 
already  been  mentioned.  Numerous  other  fields  of  local  importance 
are  open,  and  it  is  here  particularly  that  the  first  developments  in  re- 
search must  be  made.  The  administration  has  not  been  blind  to  these 
opportunities  as  is  evident  in  the  acquirement  of  the  aquarium  in 
Kapiolani  Park  for  research  in  marine  bioiog3^  and  in  the  arrange- 
ment recently  completed  with  the  Bishop  Museum  for  securing  a  high- 
grade  man  to  function  as  professor  of  biology  and  director  of  the 
marine  laboratory  recently  provided  for  by  a  gift  from  the  C.  M. 
Cooke  estate,  the  museum  to  act  as  a  depository  for  his  systematic 
collections.  Other  obvious  fields  for  research,  such  as  tropical  agri- 
culture. Polynesian  langiiages,  history,  etc..  have  already  been  men- 
tione<l.  The  board  of  regents  should  undoubtedly  continue  to  recog- 
nize such  functions  as  part  of  the  legitimate  duties  of  the  university. 

SERVICE    TO    THE    CUIMM UNITY. 

The  most  serious  problem  confronting  .the  X^iversity  of  Hawaii 
is  that  of  extending  its  si)here  of  usefulness  until  it  touches  the  daily 
lives  of  the  greatest  possible  number  of  tlie  Territory's  inhabitants. 
With  such  functional  extension  should  go,  hand  in  hand,  an  adequate 
service  of  information  in  order  that  the  university's  supporting  con- 
stituency may  become  aAvare  of  the  services  which  tliey  haA  e  the  right 
to  ask  and  which  the  institution  is  ready  to  furnish.  The  gravest  anci 
most  frequently  repeated  criticism  of  the  college  which  the  commission 
lieard  during  its  stay  in  the  islands  was  the  charge  that  people  in 
general  knew  very  little  about  it  and  its  activities  and  consider  it  in 
the  light  of  a  function  of  government  conducted  for  a  select  fev7  alone. 
Xo  one  except  those  in  charge  of  the  institution's  administration  can 
correct  this  condition.  It  is  a  Yell-proved  fact  in  educational  ex- 
perience that  the  tax-supported  institution  owes  to  itself  and  to  it^ 
constituency  the  duty  of  building  up  in  its  community  a  desire  for 
the  educational  facilities  Ydiich  it  has  to  offer.  It  has  not  the  rio-ht 
to  assume  a  "  take-it-or-leave-it  • '  attitude,  as  the  private  institution 
sometimes  does.  It  must  be  an  active  force  for  education,  not  merely 
a  passive  source  of  supply,  and  above  all  it  must  assume  the  burden 
of  informing  its  su.pporters  as  to  what  tliey  may  expect  to  receive  from. 
its  resources  in  men  and  materials. 

Analysis  shows  two  reasons  for  the  not-imfounded  criticism  which 
has  been  directed  against  the  college  in  this  regard.  The  first  lies  in 
the  lack  of  funds  in  tlie  past  for  carrying  on  extension  activities  of  any 


THE   UNIVERSITY   OF   HAWAII.  299 

kind.  The  Territory  of  Hawaii  was  eliminated  from  the  provisions  of 
the  Smith-Lever  Act,  and  it  will  doubtless  require  an  amendment  to 
this  act  of  Congress  before  the  Territory  is  legally  entitled  to  share  in 
its  benefits.  As  regards  Territorial  funds,  the  college  has  never  had 
any  appropriation  for  extension  work,  though  from  time  to  time  small 
amounts  taken  from  the  office  maintenance  fund  have  been  used  for 
such  purposes.  The  second  reason  is  probably  to  be  found  in  the 
mass  of  detailed  w^ork  which  has  centered  in  the  president's  office, 
leaving  that  executive  but  little  time  for  any  constructive  planning 
of  extension  activities.  Whether  vigorous  effort  a  number  of  years 
ago  might  not  have  corrected  both  of  these  conditions  is  a  question 
Avhich  has  been  several  times  asked  of  the  conmiission.  The  answer 
is  of  little  importance  at  the  present  time.  Of  utmost  importance, 
however,  is  the  necessity  of  adopting  a  definite  policy  for  the  future 
of  extension  work  in  its  broadest  interpretation.  In  this  particular 
l^hase  of  the  situation  the  commission  is  vitally  interested  and  desires 
to  offer  a  few  suggestions. 

The  main  industry  of  Hawaii  is  agriculture.  The  sugar  industry 
(and  to  some  extent  the  pineapple  industry)  has  already  provided 
amply  for  its  own  scientific  needs  through  private  funds.  While 
this  largely  preempts  the  research  field,  yet  it  need  not  be  a  bar  to 
work  of  a  similar  nature  at  the  university  nor  to  extension  courses 
like  that  just  given  to  sugar  planters.  However,  it  is  neither  the 
sugar  nor  the  pineapple  industries  which  particularly  require  the 
help  of  the  best  facilities  of  public  higher  education.  Rather  it  is 
the  small  homesteader,  constantly  increasing  in  numbers,  wdio  needs 
scientific  guidance  in  his  attempts  at  diversified  agriculture.  AVhen 
the  United  States  entered  the  World  War  there  was  established  a 
Territorial  Food  Commission,  of  which  President  Dean,  of  the 
College  of  Hawaii,  acted  as  executive  officer  for  a  few  months.  At 
that  time  a  system  of  county  agents  was  organized  throughout  the 
islands.  Although  the  governor  continued  this  county-agent  system 
under  the  auspices  of  the  college  for  a  time,  the  legislature  declined 
to  make  it  a  permanent  institution.  At  the  same  time  the  Federal 
experiment  station  has  a  Federal  appropriation  for  agricultural  ex- 
tension work  and  maintains  two  substations,  while  the  last  legis- 
lature provided  fuifds  for  the  erection  of  an  agricultural  experiment 
station  on  Hawaii  with  the  understanding  that  this  is  to  be  under 
the  direction  of  the  coUege.^*^ 

Until  the  division  of  Federal  authority  can  be  adjusted  by  legisla- 
tion or  b}^  a  mutual  understanding,  the  whole  problem  of  extension 
work  in  agriculture  is  a  difficult  one  to  solve.  The  situation  in  many 
of  the  mainland  States,  however,  seems  to  justify  the  recognition  of 

i"  Ropoit  of  I'resident  Dean  to  the  Federal  Survey  Commission. 
10146°— 20 20 


the  combined  college  of  agriculture  and  mechanic  arts  and  the  Terri- 
torial university  as  the  proper  agency  to  talvc  the  lead  in  this  work. 
The  commission  therefore  recommends  that  the  Territor}^  encourage 
the  establisliment  of  agricultural  extension  work  in  its  various  recog- 
nized forms  in  connection  with  the  University  of  Hawaii,  and  that 
the  university  authorities  use  every  means  in  their  power  to  extend 
the  benefits  of  tliis  activity  to  the  agricultural  interests  of  the 
Territory. 

The  duty  of  the  university  to  its  extra-mural  constituency  does  not 
cease  here.  Every  problem  which  has  to  do  with  the  welfare  of  the 
Territory  and  its  inhabitants  is  a  legitimate  sul)ject  of  university 
interest  and  a  possible  field  for  university  activity.  The  racial  situ- 
ation and  the  labor  conditions  arising  therefrom  bring  opportunity 
for  social  service  of  an  unusual  type.  Hawaii  realizes  that  her  labor, 
once  ignorant  and  submissive,  is  demanding  more  and  more,  not  only 
in  wages,  but  also  in  recreation,  education,  and  environment.  As  a 
residt  the  plantations  on  the  various  islands  are  l>ecoming  interested 
in  matters  pertaining  to  the  welfare  of  their  laborers  and  their 
laborers*  families.  Hence  demand  is  arising  for  people  wdio  have 
been  trained  in  welfare  work  of  all  lands.  Here  is  patently  an  op- 
portunity for  the  univei^sit}^  to  render  a  broad  service  by  training- 
persons  for  such  work  with  the  population  of  the  islands  as  a  work- 
ing laboratory. 

The  task  of  adult  education  is  now  generally  recognized  as  a 
proper  part  of  the  work  of  the  college  or  university.  Such  education 
is  usually  given  by  the  evening-class  method  in  the  larger  centers  of 
population,  and  is  pursued  by  those  who,  occupied  during  the  day,  are 
willing  to  use  leisure  hours  to  gain  or  supplement  a  college  educa- 
tion. Maturity  and  the  study  of  necessary  prerequisite  subjects  (if 
an}')  form  the  only  entrance  requirements.  While  such  classes  often 
tend  to  become  somewhat  "  popular  "  in  nature,  intelligent  elimina- 
tion of  the  unfit  allows  the  possibility  of  doing  work  deserving  of  col- 
lege credit.  There  is  undoubtedly  room  in  Honolulu  for  classes  of 
this  kind  under  univei^ity  direction.  Probably  also  each  of  the  other 
larger  islands  could  support  classes  in  carefully  chosen  subjects  of 
general  interest  in  its  largest  center  of  population.  In  such  work  the 
university  is  freed  from  the  competition  of  the*  mainland  colleges. 
The  remoteness  of  the  island  necessarily  diminishes  the  oportunities 
for  mental  and  intellectual  improvement  vrhich  the  inhabitants  of 
the  mainland  enjoy.  It  also  diminishes  the  numl^er  of  distracting 
elements  in  the  form  of  popular  amusements.  The  University  of 
Hawaii  should  find  an  unusuall}"  fertile  ground  in  which  to  sow  the 
seeds  of  such  extension  work.  The  people  of  Hawaii,  old  as  well  as 
young,  have,  in  their  turn,  the  right  to  look  to  their  university  for 
intellectual  stimulation  and  leadership. 


THE   UXIVEESITY   OF    HAWAII.  301 

Comparable  to  the  scientific  service  proposed  for  the  inhabitants 
of  rural  districts  through  extension  work  in  agriculture  is  the  benefit 
which  might  come  to  the  people  of  the  entire  Territory  and  of  Hono- 
hilu  in  particular,  by  the  establishment  of  a  Territorial  bureau  of 
tests  at  the  university.  The  equipment  now  at  hand  in  chemistry, 
engineering,  and  other  technical  laboratories  already  provides  the 
necessary  apparatus  for  testing  both  physically  and  chemically  the 
various  materials  and  supplies  purchased  by  the  Territory  or  by  any 
of  its  subdivisions.  The  commission  is  not  informed  as  to  what 
facilities  are  at  present  a^'ailable  in  other  agencies  for  bacteriological 
testing,  food  examination,  etc.  Any  such  functions,  not  already  pro- 
vided for,  might  well  l)e  assumed  by  the  university.  The  employ- 
ment of  a  single  competent  man  to  give  his  entire  time  to  public  test- 
ing work  would,  without  question,  represent  a  good  investment  in 
the  saving  to  the  Territory  made  by  the  rejection  of  unworthy  mate- 
rials. 

•  Under  the  heading  of  ''  Service  to  the  Community  "  the  commission 
has  made  no  effort  to  list  exhaustively  all  the  lines  of  possible  en- 
deavor. Eather  it  has  tried  to  indicate  a  few  directions  in  which 
constructive  activity  might  well  be  begun  with  a  reasonable  chance  of 
success.  These  are,  to  recapitulate,  as  follows :  1,  agricultural  ex- 
tension work:  2,  training  social  workers  for  local  needs;  3,  extension 
classes  for  adult  education :  and  4,  establishment  of  a  bureau  of  tests 
(chemical,  physical,  etc.). 

The  commission  recommends  that  the  university  begin  to  solve  its 
problem  of  making  its  campus  "  Territory-Avide  "  by  the  adoption  of 
the  suggestions  just  made.  It  is  realized,  however,  that  no  advice 
from  outside  sources  can  equal  the  wisdom  gained  by  long-continued 
study  of  the  local  situation  by  the  universit}^  authorities  themselves. 
Hence  it  would  ultimatel}^  serve  best  to  meet  the  needs  of  the  Terri- 
tory were  the  administrative  officers  and  faculty  to  devote  themselves 
from  year  to  year  to  careful  consideration  and  analysis  of  Hawaii's 
conditions,  with  the  one  end  of  service  in  view.  The  commission  feels 
that  it  is  not  putting  the  case  too  strongly  to  say  that  the  very  life 
and  success  of  the  university  depend  upon  its  broad  conception  of 
this  duty. 

SERVICE  TO  THE  PAX-PACIFIC  STATES. 

Not  alone  should  the  University  of  Hawaii  seek  to  make  its  campus 
"  Territory  wide,''  but  the  commission  believes  that  with  vision  an<l 
energy  the  University  of  Hawaii  can  become  the  university  of  the 
Pan-Pacific.  Already  a  commendable  movement  is  well  under  way, 
initiated,  and  fostered  by  farseeing  citizens  of  Hawaii,  looking 
toward  the  winning  for  Hawaii  the  honor  of  being  designated  as  the 


natural  meeting  place  for  sessions  of  joint  commissions  and  of  scien- 
titic,  social,  and  educational  groups  m.ade  up  of  leaders  in  their  re- 
spective lines  of  the  several  countries  bordering  on  the  Pacific. 
There  is  every  reason  for  believing  that  the  University  of  Hawaii,  if 
it  were  to  set  about  it.  could  draw  on  these  countries  heavil}^  for  its 
student  body,  and  in  turn  could  come  to  wield  a  powerful  influence 
in  the  development  of  the  races  and  peoples  of  such  countries.  Such 
a  high  purpose  could  well  challenge  the  ambition  of  any  university. 


KEPORTIXG  TO  CONSTITUENCY. 


Legitimate  college  publicity  may  be  generally  summarized  under 
the  headings  of  (a)  information  for  prospective  students,  (b)  reports 
of  conditions  and  activities,  and  (c)  research  publications.  Under 
the  first  title  is  included  the  college  catalogue,  special  bulletins  re- 
garding courses,  and  the  like.  The  second  series  comprises  regular 
annual  reports,  special  reports,  and  general  publicity  matter.  The 
third  includes  scientific  contributions  by  members  of  the  faculty. 
The  College  of  Hawaii  has  made  regular  efforts  to  perform  its  duty  in 
the  first  and  last  respects  and  has  regularly  published  a  set  of  annual 
reports.  It  is  in  the  matter  of  so-called  general  "  publicity  "  in  which 
less  has  been  accomplished.  Many  of  the  problems  and  achievements 
briefly  summed  up  in  the  president's  reports  are  undoubtedly  worthy 
of  elaboration  and  of  wide  circulation  throughout  the  islands.  It  is 
doubtful  whether  a  general  comprehensive  report,  appearing  an- 
nually and  perhaps  distributed  in  limited  numbers,  can  really  be  said 
to  serve  the  purpose  of  publicity  or  satisfy  the  perfectly  legitimate 
desire  of  the  public  at  lai'ge  to  have  information  at  reasonably  fre- 
quent intervals  about  the  institution  which  the}^  are  supporting.  The 
need  for  frequent  contacts  with  the  general  public  has  been  met  in 
many  institutions  by  the  circulation  in  numbers  of  a  university  bulle- 
tin, published  monthly  or  even  more  frequently.  Such  a  publication  i 
contains  the  most  important  student  and  alumni  news  in  brief  form,  | 
plans  and  problems  of  the  college  administration,  faculty  achieve- 
ments and  changes,  and  academic  news  of  general  interest.  It  does 
not  take  the  place  of  the  carefully  prepared  annual  report,  but  supple- 
ments it  and  interprets  the  university  to  the  general  public  for  whom 
a  formal  report  would  have  little  interest. 

No  catalogues  or  announcements  can  entirely  take  the  place  of 
personal  contact  betAveen  the  high-school  student  and  the  college 
representative.  Most  high  schools  on  the  mainland  are  visited  an- 
nually by  numerous  college  presidents  or  faculty  members.  Boys 
and  girls  in  the  secondary  schools  of  Hawaii  are  practically  without 
guidance  in  that  most  important  question  of  deciding  the  life  course 
after  graduation  from  high  school — at  least  Avithout  guidance  by 


I 


THE    UXIVERSITY   OF    HAWAII.  303 

men  and  Avomon  actually  engaged  in  higher  educational  \Tork.  It 
should  be  a  primary  duty  of  a  representative  of  the  University  of 
Hawaii  to  visit  once  or  twice  in  each  year  each  secondary  school  in 
the  Territory  in  order  to  give  prospective  graduates  personal  stimula- 
tion to  attend  college  and  in  order  to  discuss  with  them  impartially 
the  advantages  to  be  gained  at  various  institutions.  Such  visits 
would  stimulate  attendance  at  the  local  institution  as  well  by  in- 
fluencing a  greater  number  than  formerly  to  attend  some  college, 
and  would  give  to  those  interested  the  opportunity  to  learn  at  first 
hand  something  about  the  Territory's  own  university. 

The  commission  recommends  that  the  new  University  of  Hawaii 
take  steps  to  stipplement  its  annual  report  by  the  publication  at 
shorter  intervals  of  a  circular  or  bulletin  of  information  on  uni- 
versity affairs  to  be  distributed  broadly  throughout  the  islands.  It 
recommends  also  that  opportunity  be  given  annually  to  the  students 
of  all  secondary  schools  in  the  Territory  to  confer  personally  with 
a  representative  of  the  university  regarding  college  education  in 
general  and  the  advantages  of  the  University  of  Hawaii  in  partic- 
ular, and  that  this  opportunity  be  supplemented  by  talks  to  second- 
ary school  students  by  faculty  members,  by  the  circulation  of  descrip- 
tive literature,  and  by  the  enlistment  of  the  interest  of  high-school 
teachers  and  principals  by  personal  contact  and  by  acquaintance 
with  the  personnel  and  the  activities  of  the  university. 

4.  SUMMARY  OF  RECOMMENDATIONS. 

A.    COXCERXTXG    PREPARATIOX    FOE    COLLEGE    ENTRANCE    AT    PUBLIC    HIGH 

SCHOOLS. 

1.  That  special  effort  be  made  at  each  high  school  to  adapt  the  cur- 
riculum of  each  prospective  college  entrant  to  the  requirements  of 
the  college  of  his  choice. 

2.  That  the  soundness  of  the  principle  of  the  division  of  students 
in  English  as  now  used  in  the  first-year  v^ork  at  the  McKinley  High 
School  be  recognized  and  extended  to  all  high-school  classes  in  Eng- 
lish where  numbers  warrant  such  procedure. 

3.  That  a  specially  adapted  course  in  English  be  planned  for  the 
children  of  non-English-speaking  families,  and  for  others  of  poor 
preparation  and  less  ability,  and  that  more  time  be  devoted  to  this 
Avork  with  such  students,  even  though  such  action  result  in  the  neces- 
sity of  a  longer  period  than  four  years  for  preparation  for  college. 

4.  That  the  college-entrance  curriculum  as  prescribed  contain  16 
units. 

6.  That  the  class  period  in  all  high  schools  be  extended  to  cover  45 
minutes, 


B.    COXCERXIXG    HIGHER    EDI  CATION. 


(').  That  the  provision  of  the  "Act  to  establish  a  University  of 
Hawaii."  combining  the  offices  of  president  of  the  university  and  sec- 
retary of  the  board  of  regents,  be  annulled  by  legislative  amendment. 

7.  That  a  joint  committee  be  appointed  from  the  board  of  regents 
of  the  university  and  the  board  of  supervisors  of  the  public  schools 
(including  the  president  of  the  university  and  the  superintendent  of 
schools)  to  formulate  a  plan  of  mutual  representation  best  suited  to 
the  local  situation  and  to  recommend  its  enactment  by  the  legislature. 

8.  That  a  financial  office  be  established  at  the  College  of  Hawaii  in 
charge  of  a  competent  and  well-trained  accountant  under  the  direc- 
tion of  the  president  and  the  board. 

0.  That  a  personal  expense  fund  be  established  for  the  president  of 
the  university,  to  be  used  by  him  in  visiting  the  mainland  at  least 
once  annually,  and  in  visiting  the  various  islands  of  the  Territor^^ 
for  the  purpose  of  establishing  contacts  with  the  entire  constituency 
of  the  college  and  extending  the  knowledge  of  its  work. 

10.  That  the  board  of  regents  confer  with  the  faculty  regarding 
the  establishment  of  a  fair  rotating  system  by  which  the  expenses  of 
certain  facult}^  members  may  be  paid  annually  by  the  college  for  the 
purpose  of  attending  scientific  and  professional  meetings  on  the 
mainland. 

11.  That  the  next  legislature  provide  funds  sufficient  to  erect  a 
suitable  library  building  and  a  science  building. 

12.  That  the  management  of  the  college  book  store  be  divorced 
from  that  of  the  library. 

13.  That  at  least  one  trained,  full-time  assistant  librarian  and  one 
or  tAvo  part-time  student  library  assistants  be  employed. 

14.  That  in  making  future  additions  to  the  teaching  staff  the  col- 
lege demand  at  least  the  possession  of  the  master's  degree  from  all 
prospective  appointees  and,  if  possible,  some  experience  in  college 
teaching. 

lr>.  That  appointments  to  full  professorships  be  reserved  for  those 
who  have  attained  the  advanced  graduate  degree,  or  who  have  earned 
such  appointment  hj  unusual  work  in  research  or  by  exceptional 
teaching  ability. 

16.  That  no  one  be  admitted  as  a  regular  student  who  can  not 
offer  15  units  of  commonly  accepted  secondary  school  credit  for  un- 
conditional entrance  or  14  units  for  conditional  entrance,  and  that 
the  practice  of  accepting  as  regular  students  those  who  have  pre- 
pared themselves  in  highly  specialized  business  or  normal  courses 
be  abandoned. 

IT.  That  tlie  newly  inaugurated  policy  be  continued  of  taxing  the 
wealth  of  the  Territory  for  the  support  of  the  university  in  a  de- 


THE    UNIVERSITY    OF    HAWAII.  3'05 

gree  reasonably  comparable  to  the  practice  of  the  more  liberal  Stares 
of  the  mainland. 

C.    COXCERXIXC;    TIIF.   DEVEI.t)PMEXT   OE  A    UXIVERSTTY   OF    HAWAII. 

IT. 

18.  That  Congress,  through  a  proper  committee,  consider  plans  by 
which  the  functions  of  instruction  and  research  in  agriculture,  both 
supported  by  Federal  funds,  may  be  brought  into  closer  relation 
and  their  work  coordinated. 

19-  That  the  board  of  regents  take  the  initiative  in  the  formation 
of  a  training  course  for  secondary  school  teachers  by  inviting  the 
coo|)eration  of  the  public-school  authorities  in  the  consideration  of 
a  cooperative  plan  similar  to  that  in  use  at  the  Teachers'  College  of 
the  University  of  Cincinnati. 

'20.  That  the  Territory  encourage  the  establishment  of  agricultural 
extension  work  in  its  various  recognized  forms  in  connection  with 
the  University  of  Hawaii,  and  that  the  university  authorities  use 
every  means  in  tlieir  power  to  extend  the  benefits  of  this  activity  to 
the  agricultural  interests  of  the  Territory. 

21.  That  the  university  begin  to  solve  its  problem  of  making  its 
campus  "'  Territory-wide  "  by  the  adoption  of  the  following  activi- 
ties: 1,  Agricultural  extension  work;  2,  training  social  workers  for 
local  needs:  3,  extension  classes  for  adult  education;  4,  establishment 
of  a  bureau  of  tests. 

22.  That  the  ne-s^'  University  of  Hawaii  take  steps  to  supplement 
its  annual  report  by  the  publication  at  shorter  intervals  of  a  circular 
or  bulletin  of  information  on  university  affairs,  to  be  distributed 
broadly  throughout  the  islands. 

23.  That  opportunity  be  given  annually  to  the  students  of  all  sec- 
ondary schools  in  the  Territory  to  confer  personally  with  a  repi*e- 
sentative  of  the  university  regarding  college  education  in  general 
and  the  advantages  of  the  University  of  Hawaii  in  particular,  and 
thai  this  opportunity  be  sFtpplemented  by  talks  to  secondary-school 
students  by  faculty  meml>ers,  hy  the  cLrculation  of  descriptive  litera- 
ture, and  by  the  enlistment  of  the  interest  of  high-school  teach- 
ers and  principals  by  personal  contact  and  by  acquaintance  with  the 
personnel  and  the  activities  of  the  university. 

24.  That  the  University  of  Hawaii  set  for  its  ultimate  goal  the  higli 
purpose  of  becoming  the  recognized  universit}^  of  the  Pan-Pacific 
States. 


Chapter  VIII. 
THE  PRIVATE  SCHOOLS  OF  HAWAII. 


Contents. — 1.  (ieiieral  cuuditioiis  :  Privaic  schools  grouijed  ;  statistical  iuformation 
regarding;  pupils  per  teacher;  relaliv<>Iy  itew  in  high  schools;  high  school  curriculuius 
fhosen  ;  pupil  failures  ;  training  and  experience  of  teachers.  2.  Punahou  School  :  Work 
and  spirit ;  curriculum  offered ;  coaching  for  college  examinations  ;  curricula  in  junior 
academy  and  elementary  school  ;  organization  and  administration  ;  buildings  and  equip- 
ment. 3.  Honolulu  Military  Academy  :  Curricula  ofEered  ;  organization  and  administra- 
tion;  buildings  and  equipment.  4.  Mid-Pacific  Institute:  Establishment;  curricula; 
teaching  efficiency;  administrative  features;  buildings  and  equipment;  needs  of  the 
school.  5.  The  Episcopal  schools  :  lolani  School  ;  St.  Andrew's  Priory  ;  recommendations. 
6.  Hilo  Boarding  School:  Establishment;  work;  buildings  and  equipment;  recom- 
mendations. 7.  Kamehameha  Schools :  Founding ;  work  offered ;  vocational  and  class- 
rooui  work  unrelated ;  organization,  administration,  and  cost ;  possibilities  for  greater 
efficiency  ;  an  analysis  of  the  schools"  problems  ;  three  plans  discussed.  S.  Kohala  Girls' 
School  and  Maunaolu  Seminary  :  Last  of  boarding  schools  for  Hawaiian  girls ;  organi- 
zation and  work  ;  dormitory  plan  desirable  for  the  public  schools  to  adopt.  9.  Conclusions 
and   recommendations. 


1.  GENERAL  CONDITIONS- 

The  private  schools  of  the  Territory  of  HaAvaii  occupy  a  unique 
and  unusually  important  position  in  the  educational  system  of  these 
island  communities.  This  position  has  been  gained,  in  the  first  place, 
because  of  the  zeal  for  education  of  the  early  missionaries  and  of  the 
organizations  behind  them.  Most  of  these  schools  were  originally 
founded  by  missionar}^  or  philanthropic  effort  for  Christian  educa- 
tion, and  have  been  supported  largely  by  gifts  and  endowments. 
Many  of  them  still  continue  as  mission  schools,  while  others  though 
now  independent  or  undenominational  are  strongly  imbued  with  the 
missionary  spirit.  Several  of  them  are  among  the  oldest  schools  in 
the  islands.  In  the  second  place,  the  public  school  system  is  not  yet 
fully  developed  and  can  not  at  present  satisfy  the  needs  of  all  the 
children.  Because  of  the  prestige  maintained  by  the  earlier  and 
stronger  private  schools  through  the  prominence  which  their  grad- 
uates have  gained,  and  because  of  the  many  superior  advantages 
which  they  have  been  able  to  offer,  and  also  because  the  public  schools 
have  not  been  able  as  yet  to  keep  pace  Avith  the  growth  of  child  popu- 
lation, not  only  have  the  older  private  schools  flourished,  but  also 
many  others,  for  the  most  part  small  neighborhood  schools,  have 
sprung  up  in  all  parts  of  the  islands.  Some  of  tliese  are  missionary 
in  motive,  but  many  are  purely  proprietary.  All  these  schools  fall 
approximately  into  five  classes : 
306 


THE   PRIVATE    SCHOOLS    OF    HAWAII.  307 

1.  Boarding  schools  industrial  in  trend  or  original  purpose  and  not 
giving  complete  high-school  courses.  Examples :  Kamehameha 
schools  (boys  and  girls)  ;  Hilo  Boarding  School  (boys  only)  :  Kohala 
(nrls'  School ;  ^launaolu  Seminary. 

2.  Boarding  schools  giving  college  preparatory  and  finishing 
courses,  as  well  as  elementary  school  work.  Examples:  Mid-Pacific 
Institute,  including  Mills  School  (for  boys),  and  Kawaiahao  Semi- 
nary (for  girls)  :  Honolulu  Military  Academy  (boys  only). 

3.  Day  schools  with  boarding  departments  giving  college  prepara- 
tory and  finishing  courses.  Examples:  Punahou  School  (coeduca- 
tional), including  elementary  school,  junior  academy,  academy,  girls' 
boarding  department,  and  music  school:  lolani  Scliool  (boys  only); 
St.  Andrew's  Priory  (girls  only)  :  St.  Louis  College  (boys  only). 

4.  Small  mission  schools.  Examples:  Korean  Mission,  Chinese 
^Mission,  etc. 

5.  Small  proprietary  or  *'  select  **  schools,  supported  usually  by  tui- 
tion fees  onl3\ 

KACIAL    DESCENT    OF    PRIVATE-SCHOC^L    POPULATIOX. 

In  two  of  the  larger  schools,  Punahou  and  the  Honolulu  Military 
Academy,  the  pupils  in  attendance  are  mosth^  Caucasian.  The  same 
IS  true  of  most  of  the  small  proprietary  or  *'  select "  schools. 

Punahou  limits  its  pupils  of  other  than  Caucasian  descent  to  10 
per  cent.  Honolulu  Military  Academy  has  no  such  rule  excluding  or 
limiting  any  ra.„e  or  class,  but  its  relatively  high  tuition  and  board- 
ing rate  operate  automatically  to  exclude  all  but  a  small  proportion 
of  the  descendants  of  other  than  Caucasians.  It  is  mostly  families  of 
this  race  who  are  able  and  willing  to  pay  these  rates. 

In  the  Kamehameha  schools  the  population  is  almost  exclusively 
Hawaiian  and  Part-Hawaiian,  while  in  Mid-Pacific  it  is  mainly  Jap- 
anese and  Chinese,  with  a  liberal  sprinkling  of  other  oriental  races 
and  Hawaiians.  The  Catholic  schools  enroll  about  equal  numbers  of 
Anglo-Saxons  and  Portuguese  on  the  one  hand,  and  of  orientals, 
Hawaiians.  and  Part-Hawaiians  on  the  other.  The  racial  composi- 
tions of  the  Episcopal  schools,  lolani  and  St.  Andrew's  Priory,  are 
about  the  same  as  those  of  Mid-Pacific,  while  in  some  of  the  mission 
schools,  such  as  the  Korean  or  the  Chinese  ^lission,  the  enrollment 
consists  mainly  of  children  of  one  particular  racial  descent,  as  indi- 
cated by  the  name. 

WIDE   VARIATIOXS- AMOXG   SCHOOLS. 

The  purpose  of  the  following  table  is  to  shoAv  the  very  interesting 
and  very  wide  variations  among  the  private  schools  with  reference  to 
the  several  items  included  under  the  different  headings. 


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THE    rrJVATE    SCHOOLS    OF    HAWAII. 


309 


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0±V  A    hUKVi!.!     Ul-     ±:DL  CATION'     IN    HAWAII. 

Tliis  table  shows  the  names,  locations,  and  denominational  control, 
if  an}^,  of  all  the  private  schools  of  the  Territory  that  reported  to  the 
department  of  public  instruction  for  the  year  ending  December  31, 
1919.  It  also  shows,  in  order  of  their  numbers,  the  prevailing  na- 
tional descents  of  the  pupils  in  each  school,  the  enrollment  in  the 
elementary  (first  to  eighth)  and  high-school  (ninth  to  twelfth) 
grades,  the  enrollment  by  sexes,  the  total  enrollment,  the  number  of 
teachers,  and  the  number  of  pupils  to  a  teacher.  The  schools  are 
arranged  by  islands  and  in  the  order  of  the  number  of  teachers. 

This  table  gives  as  strong  an  impression  as  anything  could  give 
of  the  numbers  and  variety  of  these  schools  and  the  complexity  of 
their  problems.     The  most  significant  facts  to  be  gathered  are : 

1.  The  great  variety  of  conditions,  constituencies,  and  types  of 
school  life  which  are  found  in  these  schools. 

2.  The  important  extent  to  which  these  schools  are  assisting  in  the 
problem  of  educating  all  the  children,  especially  in  the  kindergarten 
and  high -school  grades. 

3.  Contrary  to  the  usual  condition  in  the  States,  the  number  of 
boys  enrolled  exceeds  the  number  of  girls. 

PUPII.8  IX  PRIVATE  SCHOOLS. 

Thus,  excluding  the  kindergartens,  Avhich  are  nearly  all  main- 
tained and  directed  by  private  effort,  the  private  schools  are  afford- 
ing elementary  education  to  4,904  pupils  out  of  a  total  of  42,296 
and  high-school  education  to  845  pupils  out  of  a  total  of  2,038. 

That  is,  11.6  per  cent  of  all  the  elementary  pupils  of  the  Territory 
and  41.5  per  cent  of  all  the  high-school  pupils  of  the  Territory  are 
getting  their  education  in  these  private  schools. 

These  schools,  including  the  kindergartens,  have  356  out  of  1,011, 
or  35.2  per  cent  of  all  the  teachers  in  the  Territory. 

Relatively,  therefore,  the  private  schools  constitute  a  far  greater 
factor  in  the  educational  situation  in  Hawaii  than  they  do  in  the 
States,  especially  in  the  high-school  department,  where  the  enroll- 
ment is  tAvo-fifths  of  the  whole,  and  in  the  kindergarten  department, 
where  it  is  A^eiy  nearly  the  whole. 

NUMBER  or  PUPILS  PER  TEACHER. 

The  average  number  of  pupils  per  teacher  for  all  private  schools 
is  20.  This  is  somewhat  less  than  the  standard,  25  pupils  per  teacher, 
established  by  the  North  Central  Association  of  Colleges  and  Sec- 
ondary Schools.  From  the  standpoint  of  the  general  educational 
situation,  it  would  be  better  if  all  were  nearer  this  norm. 


THE    PPJYATE    SCHOOLS    OF    HAW  AH.  311 

Privdtc  schools  dl^trihufrd  accordinfi  to  numhcr  of  pupils  per  teacher. 


I'upils  per  teacher. 

; 

Names  of  schools. 

'"^•^'^-    of  schools. 

i 

rCastlc  Home 

3.2  \              2 
3.0   r             2 

l--*- 1 

Honolulu  Free  Kindergar l  en 

Hanahauoli 

5.1 

9.0 

4.0 

.5.8 

7.3 

8.9  ! 

8.9  1 

7.0 

9.0  1 
1.3.0  j 
12.0 
11.7 
13.0 
14.3 
12.5 
11.4 
10.1 
12.5 
11.5 

13. 5 
10.6 

10.6  ! 
18.0 

18.0 : 

15.0  i 
18.3 

17.1  ' 

15.7  , 

17.2  ! 

17.8  ' 
17.4 
16.6 
23.1 
20.7 
21.8  ' 

j 

Kaimukl  Private 

1 

Kula  Sanitarium,  Maui 

Hilo  Boarding; 

r>-o  0            

Kameharaeha  School  for  Girls 

9 

Kamehameha  School  for  Bovs 

Koliala  Girls' ,  Hawaii ". 

Mrs.  Wilder's  Private 

William  and  Mar\-  Alexander  Parsonas;e,  Maui. . . . 
[Bethel  Street  Grammar .' 

Mrs.  Wood's  Private 

Mills.  Oahu 

Ewa  Private 

Kalihi  Kindergarten 

St.  Elizabeth's  Mission 

1Q_1.{  q                        ..       .1 

Kawaiahao  . 

1              13 

Honolulu  Militan'  Academv 

Kamehameha  Preparatory.'. 

Castle  Kindergarten.  . 

Muriel  Kindergarten 

Maunaoiu  Seminary,  Maui 

Punahou  Academy 

Valley  School     . 

Kapiolani  Girls' 

lolani  School 

St.  Andrew's  Priory 

Fort  Street  Kindergarten 

Punahou  Junior  Academy 

Miller  Street  Kindergarten 

Palama  Kindergarten 

20-24.9    

Punahou  Elementary 

Baldwin  House  Kindergarten,  Maui 

Academy  of  Sacred  Heart,  Honolulu 

Alex.  House  Kindergarten,  Maui 

Korean  Christian  Institute .   . 

3 

! 

/Liliha  Kindergarten  . 

29.9   \               « 
29.0   /                ^ 
30.5 
30.0  \ 

2,5-29.9 1 

Chinease  Mission.  Hawaii 

Chinese  Mission,  Honolulu 

Mother  Rice  School ...                      

30-34.9 i 

St.  Mark's 

Hilo  Free  Kindergarten 

31.0  i^               5 

I 

32.5  ' 

3.5-39.9 j 

4()_44.9 

The  Sacred  Heart ,  Maui 

St.  Mary's  Mission 

Sacred  Heart  Convent  (select),  Honolulu 

32.7  i 

38.7  '                  1 
44.0                     1 

4,5_4i4.9 

46.0  1                  1 

f St.  Joseph's,  Hilo. ..                       

52.4    1 

50-54  9                                    -i 

St.  Louis                                                                        

53.1  ij^               3 

Sacred  Heart  Convent  (free) 

51.8  1 

5.5-59  9 

St.  Mary's,  Hilo    .                   

62.0  11 

60-64  9                                    -i 

Waiakea  Select  School,  Hawaii                     

62.0  1               3 

St    \nthony  Girls',  Maui                                                   .   .   . 

61.7 ; 

65.8   1 

65  and  o^er                       '■" 

Paia  Kindergarten,  Maui 

116.0  i^               3 

Hamakuapoko  Kindergarten.  Maui 

8.5. 0  '■ 

.'>6 

school?.                1 

Schools  having  only  a  few  pupils  per  teacher  have  a  high  cost  per 
piipil-year  for  instruction  and  overhead  charges  unless  the  overhead 
is  abnormally  reduced  and  the  teachers  poorly  paid.  Poor  pay  for 
the  teaching  staff  almost  always  means  poor  instruction  and  a  narrow 
outlook.  So  also  a  small  pupil-teacher  ratio  is  disadvantageous  for 
pupils  of  normal  intellect  by  reason  of  their  losing  the  inspiration  that 
comes  from  working  together  in  reasonably  large  groups.  Such  very 
small  ratios  are  necessar}^  in  the  case  of  defective  or  subnormal  chil- 
dren, who  in  most  things  must  have  individual  instruction. 


I 


On  the  other  hand,  a  very  hirge  number  of  pupils  per  teacher  re- 
duces the  cost  per  pupil-year  but  necessitates  either  oversized  classes 
or  too  many  classes  per  day,  or  both,  which  overworks  the  teachers 
and  prevents  the  pupils  from  getting  a  sufficient  individual  atten- 
tion. The  recognized  standard  is  22  to  25  pupils  per  teacher  for* 
high-school  work  and  82  to  36  for  elementary  work,  which  makes  a 
good  compromise  between  the  demands  for  individual  attention  to 
pupils  by  teachers  on  the  one  hand  and  the  conflicting  demand  for 
economy  on  the  other  hand. 

On  examining  the  preceding  table  with  these  principles  in  mind, 
it  will  be  seen  that  those  12  schools  which  have  fewer  than  10  pupils 
per  teacher  are  uneconomical  if  not  extravagant,  with  no  special 
compensating  advantage  excepting  in  such  possible  cases  as  when 
subnormal  or  defective  or  erratic  children  may,  be  under  special  in- 
struction. Looking  farther  down  the  table  we  find  12  other  schools 
vrith  35  up  to  85  pupils  per  teacher.  These  schools  can  not  give  effi- 
cient instruction  unless  their  teachers  have  great  skill  and  endur- 
ance and  unless  their  instruction  is  prevailingly  of  the  memory  and 
drill  types. 

The  onl}^  way  to  prevent  these  extremes  without  sacrificing  other 
requirements  of  good  school  administration  is  to  get  more  teachers 
where  the  ratio  is  too  large  and  to  get  more  pupils  or  consolidate 
schools  where  it  is  too  small.  These  conditions  should  be  given  consid- 
eration by  those  who  are  primarily  interested  in  these  schools,  namely, 
the  managers  of  the  schools  and  the  parents  of  their  pupils. 

One  further  point  should  receive  attention  before  leaving  this 
subject.  Statistical  norms  are  sometimes  ver}'  misleading  in  spe- 
cial cases  wherein  conditions  differ  essentially  from  those  of  the 
cases  with  which  they  are  classed:  and  it  is  therefore  necessary  to 
know  these  conditions  in  order  to  avoid  erroneous  interpretations 
with  respect  to  the  norm.  For  example,  one  elementary  scliool  has 
60  pupils  and  2  teachers  and  another  has  30  pupils  and  only  1 
teacher.  The  niunber  of  pupils  to  a  teacher  is  the  same  in  both. 
Are  they  therefore  equally  efficient?  By  no  means.  Assuming  that 
both  undertake  to  give  the  same  munber  of  subjects  in  the  same 
number  of  grades,  the  one  liaving  two  teachers  should  be  just 
twice  as  efficient  as  the  other,  because  two  classes  can  be  going 
simultaneously  in  the  former  of  every  one  in  the  latter  through- 
out the  school  day.  If  there  were  no  necessity  for  differentiating 
classes  with  reference  to  grades  and  subjects,  the  one-room  one- 
teacher  school  might  conceivably  be  as  efficient  as  an  eight-room 
eight-teacher  school.  Yet  all  persons  familiar  with  rural  schools, 
for  example,  know  that  in  the  one-room  rural  school  in  which  eight 
grades  are  taught  the  teacher  can  give  to  each  grade  only  one- 
eightli  of  her  school  day  for  all  the  subjects  in  which  she  gives 


THE   PRIVATE    SCHOOLS    OF    HAWAH. 


313 


instruction  in  that  grade,  whereas  in  an  ei<^ht-room  eight -grade 
eight-teacher  school  each  teacher  can  give  all  her  school  day  to  one 
grade.  Each  school  might  have  the  optimum  number  for  ele- 
mentary grades  of  30  pupils  per  teacher  and  yet,  all  other  things 
being  equal,  the  latter  is  eight  times  as  good  as  the  former  and 
costs  no  more  per  pupil.  Such  facts  as  these  must  alwaj^s  be  borne 
in  mind  when  interpreting  statistical  analyses. 

RELATIVELY    SMALL   NUMBERS   ENROLLED   IN    HIGH    SCHOOLS. 

The  summary  below  shows  another  very  significant  fact.  Only  3 
per  cent  of  the  public-school  pupils  and  only  14.1)  per  cent  of  the 
private-school  pupils  are  high-school  pupils,  and  only  4.5  per  cent 
of  ail  pupils,  public  or  private,  are  enrolled  in  the  public  and  private 
higli  schools.  The  corresponding  ratios  for  the  public  schools  of 
seven  American  cities  are  as  follows:  ^  Newton,  Mass..  2r).l  per  cent; 
Brookline,  Mass.,  23.5  per  cent;  La  Crosse,  Wis.,  22.9  per  cent;  Mont- 
clair,  X.  J.,  18.1  per  cent;  Solway,  X.  J.,  12  per  cent;  Springfield, 
111.,  11.7  per  cent;  Cleveland,  Ohio,  9.7  per  cent;  average,  17. G  per 
cent ;  median,  18.1  per  cent.  Xewton  and  Brookline  are  wealthy, 
high-class  residence  cities,  while  Cleveland  is  a  large  manufacturing 
cit}^  w^ith  a  big  proportion  of  recently  arrived  foreigners.  The  aver- 
age or  median  of  these  cities  may  be  taken  as  fairl}-  typical  of  city 
conditions  over  the  mainland  and  gives  us  a  rough  norm  for  com- 
parison. Taking  18  per  cent  as  the  norm,  we  find  that  for  the  public 
high  schools  and  for  all  high  schools  combined,  both  public  and  pri- 
vate, the  Territory  of  HaAvaii  is  far  behind,  wdiile  for  the  private  high 
schools  alone,  which  draw  the  bulk  of  their  students,  both  elementary 
and  high,  from  the  cit}'  of  Honolulu,  the  ratio  approaches  creditably 
near  to  the  norm. 

For  a  fair  general  comparison  of  this  sort  we  siiould  have  the 
figures  for  entire  States  in  the  West  and  South,  wliere,  as  in  the 
Territory  of  Hawaii,  population  is  scattered  or  where  unskilled  labor- 
ers make  up  a  large  proportion  of  the  population. 

^SiDumari/  of  })Upil  otroUiiicnts  exclusive  of  kiiuleruaricns. 


Ele- 
mentarv-. 

High 
schools. 

Total. 

Private  schools  ex'^Iusive  of  kiuderstirtBns 

4,904 
37,392  ; 

845 
1, 193 

o,749 

Public  schools                              

39,  r25 

42,296 

2,038 

44,874 

14.7 

Pf»r  f>ofif  nf  all  TMihlip  <;pHnf>l  iim^ils  pnrnllpfl  in  nnblio  hifh  sphonls 

3,0 

4. .'") 

1  Calculated  from  table  ou  p.  41  of  Methods  and  Standards  for  Social  School  Surveys,  by 
Dou  C.  Bliss.     I).  C.  Heath  &  Co.,  Boston,  1918. 


Ol^  A    toUliVr^l     Ui-     i:.L>  ULATIU^     i-N     MAW  Ail. 

'File  folloAA^n*^  jire  some  of  the  ratios  for  single  States  and  jrroiips 
of  States  in  the  year  191(3,  taken  from  the  1917  report  of  the  United 
States  Commissioner  of  Education,  page  23.  In  California,  14.55  per 
cent  of  the  school  population  is  in  the  high-school  division:  in  Mas- 
sachusetts, 12.89  per  cent;  in  Utah,  10.39  per  cent;  in  Nevada,  7.38 
per  cent;  in  Arizona.  6.40  per  cent.  For  the  whole  Western  Division 
it  is  11.43  per  cent;  for  the  Xorth  Atlantic,  9.23  per  cent;  for  the 
North  Central,  8.93  per  cent;  for  the  South  Atlantic,  4.13  per  cent; 
and  for  the  South  Central,  4  per  cent. 

In  reference  to  this  ratio  of  higli-scool  enrollment,  both  public 
and  private,  to  total  school  enrollment  in  all  schools.  Hawaii,  with 
4.5  per  cent,  is  behind  all  the  North  Atlantic  and  North  Central 
States;  behind  all  the  Western  States  excepting  New  ^lexico,  with 
3.77  per  cent ;  behind  four  of  the  South  Atlantic  States — Delaware, 
with  5.78  per  cent;  Maryland,  with  5.57  per  cent;  Virginia,  with  5.53 
per  cent;  and  West  Virginia,  with  4.82  per  cent— and  behind  one  of 
the  South  Central  States.  Texas,  with  5.06  per  cent.  She  exceeds  all 
the  remaining  Southern  States,  whose  ratios  range  from  Oklahoma 
with  4.44  per  cent  to  South  Carolina  with  2.55  per  cent. 

HKiH-SCHOOL    ENROLLMENT    C'():MPAI?EI)    WITH    TOTAL    POPULATION. 

Another  comparison  may  be  made  on  the  basis  of  the  ratio  existing 
between  the  enrollment  in  ])ublic  and  private  high  schools  and  the 
total  population. 

In  the  Territory  of  Hawaii  for  every  10,000  persons  in  the  popula- 
tion 77  pupils  are  enrolled  in  the  high  schools.  On  the  basis  of  this 
ratio  Hawaii  ranks  with  Georgia,  New  Mexico,  Arkansas,  and  Lou- 
isiana, whose  ratios  are,  respectively,  77,  77,  79,  and  80. 

Onl}^  two  States  rank  below  her — jNIississippi,  with  a  ratio  of  71, 
and  South  Carolina,  with  68.  The  highest  ratios  are  California,  294; 
Utah,  280 ;  loAva,  273 ;  and  Massachusetts,  262.  The  ratio  for  Nevada 
is  98;  for  Arizona,  139;  and  for  Wyoming,  145.  These  ratios  also 
are  taken  from  the  table  of  the  Commissioner  of  Education's  report, 
1917,  page  23. 

HIGH-SCHOOL    CURRICULL  3LS    CHOSEN    P.T    PUPILS. 

Three  curriculums  are  authorized  in  the  public  high  schools  by 
the  Territorial  department  of  public  instruction :  The  college  pre- 
paratory, the  commercial,  and  the  general.  These  same  curriculums 
prevail  in  the  private  schools  with  very  few  and  inconsequential 
modifications,  excepting  in  the  case  of  the  Kamehameha  schools, 
which  are  primarily  vocational  and  have  work  which  corresponds 
to  high-school  work  only  in  the  ninth  grade. 


THE  PRIVATE   SCHOOLS  OF   HAWAII. 


315 


The  purpose  of  the  following  table  is  to  show  for  the  larger  and 
more  typical  private  high  schools  the  relative  popularity  of  the 
three  curriculums  as  revealed  by  the  choice  of  the  students.  Some  of 
the  schools  were  unwilling  to  furnish  data,  so  they  could  not  be  in- 
cluded in  this  table.  It  is  believed,  however,  that  the  general  attitude 
toward  these  curricula  in  the  four  schools  Avhose  enrollments  are 
tabulated  is  fairly  tj/pical  of  that  to  be  found  in  the  others. 

Distribution  of  pupils  by  curriculuiivs  and  sexes  in  four  private  liigh'scliooU. 


Name  of  school. 

College 
prepara- 
tory. 

Com- 
mercial. 

General. 

Grade  IX 

undis- 
tributed. 

Total. 

Punahou : 

94 
98 

10 
11 

9 
34 

0 
0 

113 

Girls.  .  . 

143 

Total 

192 

21 

43 

0 

256 

Honolulu  Military  Academy  : 
Boys  only 

39 

« 

0 

0 

39 

Mid-Pacific: 

Mills  f  bovs)  1 

37 
5 

23 
3 

7 
2 

37 
10 

104 

20 

Total 

42 

26 

9 

47 

124 

Episcopal  schools: 

lolani  (boys)i 

10 
0 

9 
0 

0 
33 

24 
0 

43 

St.  Andrevr's  Priorv  (girls) i     .. . 

33 

Total 

10 

283 

9 

33 

24 

76 

Grand  total  5  schools 

56 

85 

71 

495 

1  In  these  schools  there  is  no  differentiation  of  curriculiuns  in  Grade  IX. 

This  table  shows  the  distribution  of  pupils  by  curriculum  and 
sexes  in  the  four  largest  private  high  schools  under  Protestant  or 
undenominational  control.  It  indicates  a  very  decided  preference 
for  the  college  preparatory  curriculum.  The  tendency  is  especially 
strong  in  the  first  three  schools,  whose  influence  toward  higher  edu- 
cation is  very  pronounced  and  active.  It  is  highly  desirable,  of 
course,  that  this  should  be  so;  but  it  might  be  well  for  all  these 
schools  to  consider  whether  the  college  preparatory  course  is  the  best 
for  pupils  who  do  not  intend  to  go  to  college,  but  who  choose  it  for 
other  reasons.  Perhaps  strengthening  and  vitalizing  the  other  cur- 
riculums so  as  to  make  them  more  valuable  for  general  education 
would  draw  into  them,  both  from  within  and  without  the  schools, 
more  pupils  who  are  headed  directly  toward  commercial  and  indus- 
trial life"^,  and  would  give  these  better  training  for  their  life  work 
than  they  would  get  in  the  preparatory  curriculum  or  by  going  into 
business  or  industry  directly  from  the  elementary  schools.  In  this 
connection  the  discussions  regarding  the  curriculums  in  this  chapter 
and  the  chapter  on  the  public  high  schools  should  be  given  careful 
consideration  and  study. 
10146°— 20 21 


316 


A  SURVEY  OF   EDUCATI0:N"   IN   HAWAII. 


SIZES  OF   CLASSES  IN   THE   rRIVATE    SCHOOLS. 

A  very  important  item  affecting  both  economy  and  efficiency  in  the 
administration  of  a  school  consists  in  the  sizes  of  the  sections  in 
which  the  pupils  are  grouped  for  classroom  and  laboratory  work. 
The  following  table  shows  for  each  of  nine  private  schools  that  werdjl 
studied  somewhat  intensively  by  the  survey  commission  how  many^ 
classes  there  were  enrolling  each  of  the  numbers  of  pupils  that  are 
indicated  in  the  first  or  left-hand  columns.     Other  things  being  equal^; 
that  school  is  both  most  economical  and  most  efficient  which  holds' 
the  greatest  proportion  of  its  sections  to  enrollments  between  22  and 
28  pupils.     Very  small  sections  make  the  cost  of  instruction  high  if 
teachers  are  adequately  paid  and  they  do  not  afford  so  good  oppor- 
tunities as  medium-sized  sections  for  group  cooperation  and  coUec- 
ti\'e  enthusiasm.     Very  large  sections,  on  the  other  hand,  though  they 
reduce  the  cost  of  instruction,  do  so  at  the  expense  of  overloading 
the  teachers  and  depriving  pupils  of  a  fair  share  of  individual  atten- 
tion.    The  purpose  of  the  table  is  to  show  how  these  schools  stand 
with  reference  to  this  feature  of  administration. 


Recitation  sections  oi 

-  classes  for  nine  private  schools,  distributed  according  to 
mtmbers  of  sections  of  each  size. 

i 

<  . 

'o 

jl 

1! 

O  t3 

1 

i 

o 

(SOQ 

§ 

"i 

IS 

4)'*-' 

rtoQpq 

III 

IS 

Hi 

1 

o 

K 

0-  5 

14 
13 
15 
13 
10 
4 

22 
11 
13 

3 
11 
10 
10 
10 
2 
1 

1         19 

8 
6 

1 
7 

4 
5 
5 
2 
2 

....„ 

2 
1 
1 
1 

1 

"'*5' 

""*5" 

1 
1 

1 

4' 

2 

5 

6-10          .   .   . 

1 

5 

18 
42 

"*"i* 

6 

4 
4 

3 
3 
1 

9 

7 
12 

20 

11-15 

8 

16-20 

21  25 

9  i        2 

26-30 

2 
2 

31  35 

1 
2 

36-40 

1  1 

1 

Total 

69 

66 

15  1      53 

1 

47 

' 

61         24  '      21 

1            1 

6           6 

7 

7 

33 

A  glance  at  this  table  shows  that  none  of  these  schools  have  classes 
that  are  too  large.  Those  enrolling  from  26  to  40  are  all  elementary 
classes,  which,  if  too  large,  can  be  divided  by  the  teacher  into  two 
sections,  to  be  handled  separately,  one  section  studying  while  the 
other  recites. 

The  great  majority  of  the  sections  in  nearly  all  of  these  schools  are 
seen  to  include  from  15  to  25  pupils  each,  which  is  near  the  optimum 
range  for  high-school  work,  but  less  than  the  optimum  range  for 
elementary  work  (i.  e.,  32-36)  when  economy  as  well  as  efficiency  is 
considered. 

The  percentages  of  very  small  classes  in  each  case  are  evidently 
much  higher  than  is  usual  in  the  public  schools.  This  condition  is 
the  controlling  factor  in  the  high  cost  of  instruction  per  pupil  when 
adequate  salaries  are  paid,  and  is  a  large  factor  in  the  total  cost  per 


THE   PRIVATE   SCHOOLS   OF    HAWAII. 


317 


pupil  when  based  on  all  educational  expenses.  In  most  cases  these 
classes  are  in  elective  subjects  or  subjects  in  the  upper  years  of  the* 
high  school.  In  small  high  schools  some  of  them  can  not  be  avoided. 
In  other  cases  it  is  advisable  to  combine  juniors  and  seniors  and  give 
them  each  a  pair  of  courses  in  alternate  years.  In  still  other  cases, 
such  as  very  small  foreign-language  classes,  it  may  be  best  to  reduce 
the  number  of  languages  offered.  In  vocational  classes,  where  upper- 
class  pupils  are  working  on  the  project-problem  plan,  it  is  possible 
for  a  single  teacher  to  handle  two  or  more  small  sections  in  the  same 
time  period,  since  the  instruction  is  individual,  and  in  much  of  their 
work  the  pupils  are  able  to  go  ahead  independently  of  one  another, 
and  with  only  a  little  attention  from  the  teacher  now  and.  then. 

PUPILS    WHO    FAIL    OE    DROP    OUT. 

The  table  which  follows  is  to  show  for  the  schools  investigated  what 
their  practices  are  with  reference  to  promotions  and  to  holding  pupils 
in  school.  In  general  a  very  large  percentage  of  failures  and  elimi- 
nations indicates  something  radically  wrong  somewhere  in  the  school 
where  it  occurs;  and,  on  the  other  hand,  a  school  which  records  no 
failures  or  eliminations,  looks,  on  the  face  of  things,  too  good  to  be 
true.  It  may  be  100  per  cent  excellent,  yet,  again,  it  may  be  passing 
its  pupils  along  without  requiring  of  them  any  real  effort.  To  know 
exactly  what  is  happening,  then,  one  must  go  behind  the  returns  and 
investigate.  A  percentage  of  failures  and  eliminations  ranging  be- 
tween 10  and  20  is  common  to  good  schools  and  may  be  considered 
normal.  Percentages  above  20  indicate  pathological  conditions  and 
call  for  diagnosis  and  treatment.  Percentages  below  10  may  indi- 
cate exceptionally  good  and  wholesome  conditions,  or  may  indicate 
that  the  school  is  not  exacting  good  honest  work  from  the  pupils. 
There  is  in  almost  every  school,  as  there  is  almost  everywhere  else,  a 
small  percentage  of  individuals  who  can  not  or  will  not  do  the  work 
and  who  must,  therefore,  fail  or  be  eliminated  even  after  all  possible 
skill  and  effort  have  been  used  in  order  to  induce  them  to  apply 
themselves  to  their  studies. 

FaUures  and  eliminations  in  11  pri^^ate  schools  and  departments,  1918-19. 


Name  of  school. 


Dropped 

Per  cent 

Enrolled. 

Promoted. 

Failed. 

dming 
year. 

dropped 
pins  failed. 

420 

359 

17 

44 

14.6 

163 

132 

16 

15 

10.0 

128 

117 

3 

8 

8.6 

199 

140 

14 

45 

29.6 

85 

65 

12 

8 

23.3 

91 

51 

20 

20 

44.0 

144 

134 

10 

0 

7.0 

78 

72 

4 

2 

7.7 

115 

94 

17 

4 

18.3 

75 

67 

5 

3 

10.7 

14 

14 

0 

0 

0.0 

Pnnahou  Elementary 

Punahou  Academy 

Honolulu  Military  Academy 

Mills  School 

Kawaiahao  Seminary 

Hilo  Boarding  School 

Kamehameha  School  for  Boys 

Kamehameha  Bovs'  School,  Preparatory 

Kamehameha  School  for  Girls 

Maunaolu  Seminary 

E wa  Private 


318 


A  SURVEY   OF  EDUCATION   IN   HAWAII. 


This  table  shoNvs  a.  wide  variation  among  the  11  prominent  private 
schools  listed  with  reference  to  the  percentage  of  losses  by  failure  and 
by  elimination.  This  variation  ranges  from  no  loss  in  a  small  neigh- 
borhood private  school  to  44  per  cent  for  the  Hilo  Boarding  School. 
A  percentage  of  failures  and  eliminations  that  runs  higher  than  from 
15  to  20  per  cent  of  the  total  number  of  pupils  usually  justifies  the 
inference  that  all  is  not  well  in  the  school,  and  indicates  that  an 
earnest  search  for  the  causes. is  in  order.  Are  too  many  poorly  pre- 
pared pupils  admitted  ?  Are  the  curricula  ill  adapted  to  the  pupils' 
needs  and  interests?  Is  the  teaching  inefficient?  Are  the  teachers 
too  drastic  in  their  application  of  standards  of  promotion?  Do  the 
kinds  of  promotion  tests  that  are  applied  really  test  the  knowledge 
and  skill  which  the  school  aims  to  impart  or  do  they  test  some  other 
and  unrelated  thing?  These  things  should  be  thoroughly  inquired 
into  by  the  supervisors  and  teachers  of  the  schools  whose  mortality 
records  are  too  high.  These  officials  should  read  carefully  the  discus- 
sions of  this  subject  in  other  parts  of  this  report  and  in  the  Memphis 
Survey  Keports,  United  States  Bureau  of  Education.  Bulletin,  1919, 
No.  50,  Part  1,  pp.  81—98,  where  they  will  find  somevdiat  extended 
discussions  of  this  problem. 

TRAINING  AND  EXPERIENCE  OF  TEACHERS. 

Two  of  the  m-ost  important  factors  in  the  efficiency  of  a  school  are 
the  extent  of  training  and  of  experience  that  its  teachers  have  had. 
The  purpose  of  the  following  table  is  to  show,  for  comparison,  the 
Aveight  of  these  important  factors  for  each  of  the  schools  from  which 
we  were  able  to  secure  the  facts  with  reliable  completeness. 

Distribution  according  to  years  of  training  and  gears  of  experience  of  teachers 
in  certain  prirate  schools. 


Number  of  teachers  haying  each  amount  of  train- 
ing, in  years  beyond  elementary  school. 

Number  of  teachers  hay- 
ing   each    amount    of 
experience  in  years. 

Schools. 

a 

u 

O   M 

o 

o 

u 

S3 

M  6 

t 

o 

05    CO 

0 

06 
0 

0 

i 

3 

i 

i 

0 
>. 

>> 

Punahoii  Aeadeniv 

1 

1 

4 
1 
2 

6 
5 
3 

3 

8 
1 

""2 

5 

2 

1 



...... 



3 

2 
6 

18 

3 

2 

8 

15 
10 
19 

4 
6 
7 
2 
5 

10 

5 
2 

6 

1 

3 
4 

3 

9 
1 
2 
1 

3 

6 

1 
4 
0 

0 

1 
0 

2 
9 

I 

2 

1 

2 

0 
5 
0 

16 

Punaliou  Junior  Academy 

2 

14 

1 

23 

Honolulu   Military    Acad- 
emy  

i 

2 
4 





9 

Mills 

""■2v::::: 

1 

i 

17 

Kawaiahao  Seminarv- . 

9 

lolani : 

' 

3 

? 

1 

1 

1 

6 

5 

1 

2 

4 

5 

2 
1 

6 

2 
3 

4 

2 

3 

8 

Kameliameha    School    for 
Bovs 

1 

14 

Kamehameha    School    for 
Girls 

2 

15 

Kamehameha   Boys'   Pre- 
paratory  

6 

Hilo  Boarding  School  . . 

1 

11 

Maunaolu  Seminary 

1 

i 

6 

1 : 

THE   PRIVATE    SCHOOLS    OF    HAW  AH.  319 

It  is  evident  from  this  table  that  Punahoii.  Honohihi  Military 
Academy,  and  Mills  School  make  a  very  good  showing  on  both  train- 
ing and  experience.  They  insist  on  college  graduation  and  experi- 
ence for  all  teachers  who  give  instruction  in  the  so-called  college 
preparatory  subjects.  The  teachers  who  have  not  had  full  college 
training  are  almost  exclusively  teachers  of  elementary  or  vocational 
subjects,  and  nearly  all  of  these  have  had  some  normal  school  or 
pedagogical  training.  Full  returns  from  the  teachers  of  lolani 
School  were  not  obtainable  though  earnestly  sought.  Kamehameha 
School  for  Boys  employs  vocational  teachers  on  the  basis  of  long 
and  varied  experience  and  skill  in  their  special  lines  of  mechanical 
work  and  on  ability  to  teach  these  processes,  not  on  the  basis  of  train- 
ing in  adATinced  technical  schools  or  colleges.  A  vocational  shop 
teacher  must  be  a  skilled  mechanic  and  he  must  have  teaching  ability. 
Granted  these,  however,  it  goes  without  saying  that  the  more  intel- 
lectual training  and  culture  he  m_ay  have  the  better. 

2.  PUNAHOU  SCHOOL. 

Punahou  School,  chartered  in  1853,  under  the  corporate  name  of 
Oahu  College,  includes  the  elementary  school,  grades  1-6;  the  junior 
academy,  grades  7-9 ;  the  academy,  grades  10-12.,  the  music  school, 
and  the  boarding  department.  The  schools  are  coeducational,  but 
the  boarding  department  is  for  girls  only. 

The  Punahou  School  dates  back  to  1841.  It  was  founded  by  the 
missionaries  of  Oahu  station  as  a  boarding  and  day  .school  for  the 
children  of  the  missionaries  stationed  on  the  islands  in  order  that 
the-\^  might  educate  their  children  near  them  instead  of  sending 
them  to  the  Eastern  States.  With  the  approval  and  support  of  the 
American  board,  the  school  was  opened  on  the  grounds  which  it 
now  occupies,  with  an  enrollment  of  15  boarding  pupils  and  19  day 
pupils.  Since  that  time  it  has  grown  through  gifts  and  endowm.ents 
until  it  has  become  a  prosperous  school  with  extensive  and  beautiful 
grounds,  good  buildings,  and  with  a  large  and  efficient  personnel 
imbued  with  a  fine  spirit  of  service  worth}^  of  its  founders  and  its 
traditions.  It  started  as  a  tuition  school  and  it  still  charges  tuition, 
but  it  gives  more  than  it  receives,  for  the  average  total  cost  of  its 
service  per  jDupil  is  about  double  the  average  am.ount  paid  by  the 
pupils  for  their  tuition. 

Originally  established  for  the  children  of  educated  American 
families,  it  has  continued  to  serve  an  English-speaking,  Anglo-Saxon 
constituency,  and  holds  to  this  constituency  by  limiting  the  admis- 
sions of  applicants  of  other  races  to  10  per  cent  of  its  student  body. 
Being  a  tuition  school,  its  constituency  must  continue  also  to  be  com- 
posed largely  of  those  who  can  afford  to  pay ;  but  it  has  a  number  of 


320  A   SUEVEY   OF   EDUCATION    IN    HAWAII. 

scholarships  and  half  scholarships  which  are  awarded  annually  to 
such  as  are  judged  to  need  and  deserve  them. 

Because  of  its  endownment  and  consequent  independence,  this 
school  is  in  a  position  which  affords  it  the  opportunity  to  exercise  a 
large  degree  of  leadership  in  education  in  the  islands.  It  is  free  to 
adopt  new  educational  policies  and  can  command  resources  and  sup- 
port that  will  enable  it  to  try  out  educational  experiments  without 
waiting  for  the  tardy  sanction  of  the  community  at  large.  Punahou 
is  responsible  only  to  its  trustees  and  to  its  patrons  who  are  them- 
selves of  the  educated  class  and  prevailingly  hospitable  to  progressive 
educational  ideas.  The  president  and  trustees  appear  fully  to  realize 
that  Punahou  schools  should  aim  at  nothing  short  of  the  largest  and 
most  effective  educational  service  within  their  means  and  power  for 
the  prosperity  and  welfare  of  the  islands  at  large,  and  that  they 
sliould  not  be  satisfied  with  the  limited  viewpoint  of  the  typical 
private  college-preparatory  school.  The  training  of  men  and  women 
for  broad-minded,  intelligent  leadership  in  the  affairs  of  the  islands 
looms  large  in  the  vision  of  these  men,  as  it  should. 

THE   PROVINCE   OF   PUNAHOU, 

This  being  the  case,  it  seems  clear  to  the  members  of  the  com.mis- 
sion  that  Punahou  should  aim  to  take  an  important  part  in  clarifying 
and  crystallizing  public  opinion  on  educational  matters  and  methods, 
and  it  should  do  this  largely  by  keeping  in  close  touch  on  the  one 
hand  v\dth  the  economic,  sociological,  and  aesthetic  needs  of  the 
Territory,  and,  on  the  other,  with  the  most  progressive  educational 
movements  on  the  mainland.  It  should  from  time  to  time  select,  for 
introduction  and  thorough  trying-out,  such  new  types  of  courses  of 
study,  methods  of  teaching,  and  modes  of  organization  as  have  been 
proved  out  in  the  most  progressive  communities  in  the  States — always 
aiming  to  modify  them  so  far  as  may  be  necessary  to  fit  Hawaiian 
conditions. 

These  schools  would  thus  constitute  a  proving  ground  for  new  and 
valuable  ideas  in  education,  demonstrating  their  permanent  value 
through  actual  improved  results  obtained  with  the  children  in  the 
classrooms  and  on  the  campus.  Thus  in  rendering  the  best  service  to 
the'  community  it  will  also  serve  its  own  constituency  best ;  and  no 
matter  how  efficiently  the  public  schools  ma}^  develop  on  the  broad 
lines  that  an  enlightened  public  educational  policy  should  lay  down 
and  demand  for  them,  this  school  will  always  hold  an  important 
place,  if  only  it  keeps  far  enough  in  advance. 

The  fact  that  Punahou  is  attracting  and  holding  a  large  propor- 
tion of  those  children  who  are  likelv  within  a  few  years  to  become 


THE   PRIVATE   SCHOOLS   OF    HAWAII.  321 

the  leaders  of  thought  and  affairs  hereabout,  throws  on  the  shoulders 
of  its  officers  and  teachers  another  great  responsibility  and  privilege. 
It  is  that  of  properly  training  these  future  leaders,  not  merely  for 
themselves  and  their  success  individually,  but  for  the  economic,  social, 
civic,  intellectual,  and  moral  service  which  the  advantages  afforded 
them  obligate  them  to  render  in  these  islands.  By  giving  them 
through  Punahou  an  expensive  education  at  approximately  half  its 
cost,  society  at  large,  no  less  than  their  parents,  is  making  an  in- 
vestment in  them  on  which  they  should  feel  obligated  to  make  a 
return  in  service.  Hence,  while  the  ideal  of  leadership  in  social  and 
civic  service  should  be  made  prominent  in  all  the  secondary  schools, 
whether  public  or  private,  it  should  be  inculcated  in  Punahou  with 
particular  care.  The  whole  life  of  the  school  should  m.ake  for  the 
spirit  of  democracy,  good  will  toward  all  races  and  conditions  of 
their  fellow  citizens,  fair  play,  and  the  desire  to  do  things  of  social 
worth. 

CHARACTERIZATION  OF  THE  WORK  AND  SPIRIT. 

Are  the  president  and  faculties  of  Punahou  awake  to  this  great 
responsibility?  Are  they  earnestl}^,  intelligently,  and  sincerely 
striving  to  rise  to  it?  In  all  candor  and  fairness,  after  visitation 
in  the  classes  of  very  nearly  all  the  teachers,  and  after  niuxierous 
conferences  with  the  president  and  the  principals,  we  have  no  hesita- 
tion in  answering  these  questions  in  the  affirmative.  The  school 
naturally  falls  short  of  many  of  the  advanced  standards  that  have 
been  set  up  by  progressive  educators ;  but  its  shortcomings  are  such 
as  are  likely  to  be  found  in  var^ang  degrees  and  in  various  phases 
of  school  work  everywhere  in  good  schools,  while  in  many  aspects 
of  its  work  the  school  takes  rank  with  the  very  best. 

The  pupils  of  the  school  are  generally  good-humored,  courteous, 
mutually  considerate,  and  self-controlled.  These  traits  they  share 
with  the  pupils  of  all  the  schools  that  the  writer  has  visited  in  the 
islands,  and  in  fact  with  the  people  of  the  Territory  generally. 
These  are  the  outstanding  traits  among  all  classes,  races,  and  condi- 
tions, but  varying  of  course  with  varying  degrees  of  enlightenment. 
In  the  recitations  and  all  the  activities  the  pupils  are  orderly  and 
dignified.  On  the  other  hand  they  seem  to  take  life  quite  easily, 
and  most  of  them  do  not  work  very  hard.  Perhaps  this  is  due 
mainly  to  the  tropical  climate,  which  is  not  conducive  to  intensive 
and  continued  application.  More  probably  it  is  because  the  parents 
at  home  are  too  easy  and  indulgent.  It  seems  likely,  however,  that  a 
dbnsiderable  part  of  it  is  due  to  the  fact  that  the  teachers  generally 
are  easy  markers,  grading  the  pupils  too  high,  and  also  that  most 
of  them  do  not  set  a  rapid  and  vigorous  pace  in  the  recitation  work. 


322  A   SUEVEY   OF   EDUCATION   i:^-    HAW  AH. 

A  general  tendency  to  speed  up  the  work,  to  drill  more  rapidly,  in- 
tensively, and  effectively  on  memory  and  skill  work  when  that  is  in 
order,  and  to  ask  problematic  or  thought  questions  when  thinking 
instead  of  memory  is  required — more  liberal  use  of  visual  aids,  such 
as  pictures,  maj)s,  specimens  and  apparatus;  greater  attention  to 
pointing  out  the  practical  value  of  the  knowledge  to  be  gained  from 
the  lesson ;  good  humored  but  invariable  insistence  on  the  best  work 
from  each  pupil  that  he  individually  is  capable  of  doing,  together 
with  lower  marks  for  mediocre  and  inferior  or  unsatisfactory  work — 
all  these  means,  if  used,  ought  to  secure  more  intensive  application 
and  more  generally  effective  study.  The  almost  universal  testimony 
of  tlie  teachers  in  these  schools  and  elsewhere  in  the  islands  is  that  the 
white  children  and  the  Hawaiians  will  not  apply  themselves  as  per- 
sistently as  the  Japanese  and  Chinese  do;  and  this  should  give  the 
former  and  their  parents  food  for  thought. 

CURRICULTJMS  PURSUED. 

With  reference  to  the  curriculum  needs  of  the  Punahou  pupils  the 
most  striking  fact  is  the  large  proportion  of  them  who  are  definitely 
aiming  to  prepare  themselves  for  entering  colleges.  Of  the  seniors 
this  3^ear  29  out  of  41  have  registered  such  intentions,  and  of  the  29 
only  (5  are  doubtful  as  to  Avhat  particular  college  they  wish  to  attend. 
Of  the  56  juniors  44  have  registered  such  intention,  and  IT  are  doubt- 
ful as  to  their  particular  choices.  The  colleges  receiving  the  highest 
number  of  first  choices  are  Hawaii  and  California,  12  each,  Wellesley 
9,  Yale  6,  Cornell  5.  Then  follow  Harvard,  Chicago,  and  Smith  with 
3  each,  and  Mills  and  Bryn  Mawr  with  2  each.  The  following  re- 
ceive one  first  choice — Illinois,  Oberlin,  Mt.  Holyoke,  Massachusetts 
Institute  of  Technology,  Wisconsin,  Northwestern,  Michigan,  and 
Columbia. 

Of  the  256  pupils  in  the  grades  9  to  12,  192  are  pursuing  the  college 
preparatory  curriculum,  43  the  ''  general  "  curriculum  and  only  21 
the  commercial.  Most  of  those  taking  the  general  curriculum  are  re- 
ported to  be  choosing  their  studies  in  preparation  for  certain  colleges 
so  that  probably  90  per  cent  of  all  pupils  in  the  four  upper  years  of 
the  school  are  definitely  aiming  at  college. 

Probably  not  all  who  choose  the  college  preparatory  curriculum 
actually  go  to  college.  It  would  make  an  interesting  study  to  go 
back  through  the  records  of  the  past  10  years  and  find  out  just  what 
percentage  have  done  so,  but  it  is  clearly  probable  from  the  facts 
presented  that  a  large  majority  of  those  enrolled  in  this  curriculum 
will  go  to  colleges,  and  many  different  colleges  at  that.  Since  the 
entrance  requirements  of  many  of  these  colleges  vary  considerably^ 


THE   PRIVATE   SCHOOLS   OF   HAWAII.  823 

one  from  another,  it  is  easy  to  see  that  the  curricuhims  of  the  school 
must  have  a  large  degree  of  flexibility  in  order  to  meet  these  varying 
requirements. 

Turning  to  the  curriculum,  page  18  of  the  1918-19  Punahou  an- 
nouncement bulletin,  we  find  the  following  for  tlie  college  i)repara- 
tory  curriculum : 

Required — English,  4  units;-  mathematics,  2;  history  ((•()llej::e  i»rep.),  1; 
science,  1;  language,  3  of  one  or  2  of  each  of  two  (Latin,  Uorman,  or  Fr<'n<^h)  ; 
and  3  further  units  to  be  chosen  from  the  college  preparatory  courses  offered 
In  the  departments  mentioned  above. 

Elective — Other  units  sufficient  in  number  to  make  up  a  total  of  18. 

This  scheme  provides  for  the  necessary  flexibility  as  far  as  the 
requirements  of  most  colleges  are  concerned,  for  it  includes  tlie  mini- 
mum requirements  made  by  them  in  the  different  subject  groups 
and  allows  a  range  of  options  and  electives  that  will  enable  eacli 
candidate  to  make  his  adjustments  to  the  maximum  requirements  of 
his  chosen  college  in  the  various  subject  groups. 

Turning  to  the  content  outlines  of  the  courses,  pages  22-35  of  the 
announcements,  we  find  that  the  college  courses  in  all  subjects  are 
in  line  with  the  requirements  of  leading  colleges:  and,  in  addition, 
that  most  are  distinctly  progressive,  embodying  some  of  the  recent 
advances  in  subject  matter  and  m^ethod.  For  example,  in  English 
IV,  a  choice  of  reading  courses  in  the  four  types  of  literature  (novel, 
drama,  poetry,  and  short  story)  is  offered,  and  for  the  noncollege 
preparatory  students  in  the  junior  and  senior  year's  courses  in  the 
reading  of  the  current  magazines.  There  are  also  courses  in  Bible, 
oral  expression,  rhetoricals,  dramatics,  and  public  speaking.  These 
latter  courses  are  good  in  themselves  as  electives.  but  one  is  moved 
to  suggest  that  all  of  them  should  be  part  and  parcel  of  the  regular 
four  years  of  English  work  and  that  every  teacher  of  English  should 
be  expert  enough  to  teach  them  well.  A  tremendous  amount  of  time 
is  lost  in  most  English  classes,  some  of  which  might  be  thus  em- 
ployed ;  and  these  real  live  employments  would  result  in  motivating 
the  pupils  so  strongly  that  they  would  do  all  they  do  now  and  that 
much  more. 

In  the  Latin  course  sight  reading  is  featured  and  some  selections 
from  Ovid  introduced.  This  introduction  of  Latin  literature  other 
than  the  conventional  Csesar,  Cicero,  and  Virgil  might  well  be  ex- 
tended further.  In  order  to  get  at  sight  reading  of  good  but  easy 
Latin  literature  apart  from  the  regular  grind,  the  pupils  could  easily 
be  incited  to  work  harder  and  go  faster. 

In  modern  language  the  outline  gives  the  usual  college  list  of  liter- 
ature for  ''  reading  "  and  the  usual  requirements  for  "  prose  compo- 
sition."    It  is  further  stated  that  conversation  is  practiced  from  the 


324  A   SURVEY   OF   EDUCATION    IN    HAWAII. 

first  of  each  3^ear.  The  latter  statement  describes  exactly  what  was 
observed  to  exist ;  but  "  reading- "  here,  as  in  many  schools  and  col- 
leges, is  not  reading  but  translation.  "  Prose  composition "  is  not 
writing  a  theme  in  German  or  French  out  of  the  mind,  the  thoughts 
coming  in  the  language  in  which  they  are  to  be  expressed.  It  really 
is  translation  of  English  sentences  into  the  foreign  language,  just 
as  "  Latin  prose  composition  '•  is  really  nothing  but  translation  from 
English  into  Latin  of  sentences  from  a  "  Latin  composition  "  text- 
book. The  practice  in  conversation  is  formal  and  is  for  the  sake  of 
practice  instead  of  for  actual  intercommunication  of  thought  in  the 
language.  This  results  in  failure  to  get  the  motivation  and  keen  in- 
terest in  conversation  which  almost  invariably  comes  where  the 
natural  or  conversational  method  is  used  from  the  first  and  where 
real  reading  and  real  composition  are  actually  done. 

THE    MODERN    LANGUAGE    SEQUENCE. 

Along  the  formal  lines  the  modern  language  teachers  of  Punahou^ 
are  superior  teachers.     They  have  poise,  strength,  personality,  am 
scholarship,  but  they  are  using  dead-language  methods  in  too  largt 
a  measure.     This  may  suit  some  colleges,  but  usually  it  does  not 
result  in  real  command  and  permanent  interest  in  the  languages  and 
literatures  under  studv.    To  one  who  has  observed  modern  lan<T:uao:e 
teaching  widely  it  is  impossible  to  escape  the  conviction  that  the 
translation  method,  vvdth  incidental  formal  practice  in  conversation,; 
which  is  in  use  in  most  of  the  public  and  private  high  schools  of. 
the  islands,  is  not  to  be  compared  with  the  natural  method  in  which 
conversation  begins  the  first  day,  with  constant  use  in  the  beginning 
of  action  and  pantomime,  and  is  kept  up  in  all  the  work  through 
the  years.    Thus  the  language  itself  becomes  at  once  the  only  recog- 
nized medium  of  communication  as  well  as  the  subject  of  study. 
This  is  the  only  right  way  to  teach  a  modern  language.    Pupils  who 
learn  early  to  talk  and  think  in  the  language  they  are  studying  work 
much  harder  and  more  enthusiastically,  so  that  they  more  than  make 
up  the  time  taken  in  acquiring  a  practical  classroom  vocabulary. 

THE   MATHEMATICS  SEQUENCE. 

The  mathematics  sequence,  pages  41,  25,  26,  takes  four  years  for 
the  content  ordinarily  covered  in  our  best  high  schools  in  three 
and  a  half  years.  "  Review  for  college  examinations "  is  the  ex- 
planation. With  a  good  junior  high-school  organization,  such  as  this 
school  has,  the  simplest  elements  of  algebra  and  geometry  can  be 
taught  in  connection  with  arithmetic  in  the  seventh  and  eighth 
grades,  and  a  half  year  might  thus  be  gained ;  so  that  with  intensive 


THE   PRIVATE   SCHOOLS   OF   HAWAII.  325 

work  and  the  exclusions  of  nonessentials  sufficient  command  of 
algebra,  plane  and  solid  geometry,  and  plane  trigonometr}^  also  can 
be  gained  and  some  of  tlie  most  elementary  principles  of  graphics 
and  anal^'tic  geometry  also  can  be  mastered  Avithin  the  three  years 
of  grades  9,  10,  and  11.  There  is  too  much  dawdling  and  loss  of 
time  in  the  mathematics  sequences  in  almost  all  schools,  especially 
in  the  smaller  ones.  Too  much  emphasis  is  placed  on  such  non- 
essentials as  addition  of  long  fractions,  highest  common  factor  and 
loAvest  common  multiple,  square  and  cube  root,  reduction  of  complex 
fractions,  and  the  like.  Not  enough  rapid,  intensive  practice  is 
required  in  factoring,  solving  equations,  stating  and  solving  concrete 
problems,  dealing  with  exponents  and  radicals,  quadratic  equations, 
and  the  binomial  theorem.  These  are  the  things  needed  in  higher 
mathematics,  and  mastery  of  principles  and  facility  in  their  use 
can  best  be  gained  by  much  rapid  and  spirited  practice  with  easy 
problems  rather  than  by  much  mulling  over  few  but  complicated  and 
difficult  ones. 

THE  HISTORY  SEQUENCE. 

The  history  sequence,  page  2G,  is  excellent  as  to  the  spirit  of  the 
scope,  content,  and  method  indicated,  and  in  the  types  of  textbooks 
used.  It  shows  a  three-year  sequence,  which  approximates  con- 
formity with  recommendations  of  the  National  Education  Associa- 
tion committees  on  social  studies  in  the  reports  of  the  national  com- 
mission for  the  reorganization  of  secondary  education.  There  is  no 
provision,  however,  for  community  civics  in  the  ninth  grade,  junior 
academy,  as  recommended  by  that  committee.  We  recommend  the 
introduction  of  this  subject,  or  of  civic  biology,  in  the  ninth  grade 
in  place  of  "  general  science,''  which  should  be  pushed  down  to  the 
seventh  and  eighth  grades.  The  civics  work  outlined  for  the  first 
six  grades  of  the  elementarj^  school  is  most  excellent  if  carried  out 
in  the  full  spirit  of  the  outline,  and  forms  a  splendid  basis  for  the 
upper  work  in  social  studies.  It  is  recommended  for  careful  study 
in  the  curriculum  revision  activities  of  the  other  public  and  private 
schools  of  the  islands. 

THE  SCIENCE  SEQUENCE. 

The  science  outline  corresponds  in  a  general  way  to  what  is  being 
offered  in  most  of  the  best  mainland  high  schools,  and  the  quality  of 
the  teaching  is  very  good,  but  not  distinctive  in  its  originality.  It 
is  probably  unfavorably  influenced  in  this  connection  by  college  re- 
quirements. More  projects  and  problems  of  a  practical  nature,  and 
more  attention  to  the  local  applications  of  the  biological,  chemical, 


326  A   SURVEY   OF   EDUCATION   IN    HAWAII. 

and  i:)hysical  principles  would  add  greatly  to  the  pull  that  the 
sciences  would  exert  on  the  pupils  toward  the  formation  of  scientific 
habits  of  thought  and  permanent  interests  in  scientific  matters  and 
pursuits,  which  should  be  characteristic  of  the  best  brains  of  these 
islands. 

THE    C03IMERCIAL    SEQUENCE. 

The  commercial  outline,  pages  27,  28,  29,  is  stronger  in  content 
than  the  public-school  outline,  but  we  believe  it  gives  too  much  time 
to  bookkeeping,  shorthand,  and  typewriting  as  such,  and  not  enough 
to  office  practice,  the  handling  of  office  appliances,  and  the  content 
studies  underlying  the  materials  and  processes  of  commerce  and 
industry.  If  shorthand  and  typew^riting  were  begun  in  the  ninth 
grade  and  continued  intensively  through  the  tenth,  they  would  be 
of  advantage  for  actual  use  by  the  pupils  in  their  work  in  the  upper 
grades;  and  practice  would  be  continued  incidentally  by  requiring 
all  class  notes  to  be  taken  in  shorthand  and  transcribed  on  the  type- 
w^riter.  This  would  also  tend  to  keep  up  speed  and  form.  Good 
courses  in  commercial  geography  and  commercial  law  are  offered. 
Science,  economics,  sociology,  and  current  literature  should  figure 
more  largely  in  the  commercial  curriculum.  The  experiment  is  now 
being  tried  in  the  school  of  offering  special  vocational  courses  in 
commercial  work  to  be  taken  by  graduates  or  pupils  in  the  upper 
years  of  the  general  curriculum,  on  the  theory  that  they  will  get 
better  training  in  these  after  acquiring  a  good  general  secondary 
education.  This  is  out  of  harmony  with  the  views  now  held  by 
specialists  in  education;  but  experiments  carried  out  sincerely  and 
consistently  are  always  profitable,  when  the  attitude  is  open  minded. 
It  will  be  well  to  give  this  matter  a  thorough  test.  In  order,  however, 
to  decide  the  question,  practical  comparison  should  be  made  with 
results  gained  through  such  a  vitalized  commercial  curriculum  as 
has  been  recommended  for  the  public  high  schools  in  Chapter  VI. 

THE  ART  COURSES. 

The  outline  for  the  art  courses  is  progressive  and  intelligent  from 
the  first  grade  elementary  up  to  and  through  the  six  ^^ears  of  the 
junior  and  senior  academies.  It  might  be  expanded  to  advantage 
so  as  to  provide  a  wider  range  of  projects  in  design  than  is  out- 
lined. Designs  in  furniture,  household  decoration,  costumes,  and 
millinery  should  be  encouraged,  and  opportunities  given  in  the 
manual  and  domestic  arts  shops  for  those  who  may  wish  to  execute 
these  designs.  The  art  department  should  give  more  attention  to 
promotion  and  publicity,  and  it  should  offer  a  course  in  art  apprecia- 
tion.    It  should  open  a  similar  course  for  the  Punahou  Mothers' 


THE   PRIVATE   SCHOOLS    OF    HAW  AH.  327 

Club,  SO  as  to  interest  mothers  in  the  aesthetic  side  of  their  chil- 
dren's education.  The  school  music  curriculum,  which  is  also  well 
planned  and  outlined,  should  be  promoted  in  the  same  way. 

Punahou  ought  to  make  these  departments  just  as  strong  and 
aggressive  all  along  the  line  as  it  possibly  can,  in  order  to  lead  in  the 
aesthetic  development  of  the  community.  Provision  for  tlie  prof- 
itable enjoyment  of  leisure  hours  by  all  classes  of  society,  especially 
in  the  lines  of  music  and  the  representative  arts,  is  much  needed; 
and  Punahou  School  is  a  logical  center  from  which  this  type  of 
social  development  should  radiate.  This  has  been  recognized  by  the 
administration  on  the  musical  side  by  the  organization  of  a  well- 
planned  music  school  open  to  all  persons  who  are  interested  and 
qualified  to  do  the  kinds  of  work  that  are  offered.  It  has  also  been 
recognized  on  the  historical  side,  for  the  school  is  making  an  organ- 
ized effort  to  collect  Hawaiian  legends,  stories,  and  songs  and  pre- 
serve them  in  proper  form. 

MANUAL  ARTS  AND  MECHANICAL  I>RAWING. 

The  manual  arts  and  mechanical  drawing  department,  pages  31, 
32,  33,  represents  a  recent  development  in  the  school,  which  is  highly 
to  be  commended  on  general  edu(?ational  grounds.  An  intelligent, 
first-hand  knowledge  of  the  materials,  tools,  and  processes  of  in- 
dustry is  so  important  a  part  of  a  .modern  cultural  education  that 
no  school  should  neglect  it. 

This  department  offers  an  excellent  program  in  drawing  and  wood- 
work, well  adapted  to  the  needs  of  the  pupils  who  attend  this  school. 
The  aim  is  primarily  educational  and  social,  but  the  effect  will  be 
also  to  promote  needed  vocational  intelligence  on  the  part  of  those 
Avho  take  this  course ;  for  a  knowledge  of  materials,  tools,  and  proc- 
esses is  of  great  advantage  to  all  who  are  preparing  for  higher  edu- 
cation, with  the  ultimate  aim  of  working  into  higher  positions  in 
industry  and  commerce. 

In  this  department  the  project  method  is  being  intelligently  used, 
and  the  teaching  activity  seems  to  be  moving  satisfactorily  in  the 
right  direction,  with  good  results.  The  proposed  extension  into 
m.achine  shop  and  metal  work  is  in  the  right  direction  also.  Pro- 
motion and  publicit}^  among  the  student  body  should  receive  more 
attention  in  this  department  as  well  as  in  those  of  art  and  music. 
An  antidote  is  needed  for  the  narrowing  tendency  of  too  close  limi- 
tation of  study  to  the  so-called  "  college  preparatory  subjects." 
Speed  the  time  when  college  entrance  functionaries  shall  get  their 
e3^es  opened  to  the  educational  values  of  something  besides  Latin, 
algebra,  geometr-^,  and  ancient  history,  and  shall  f^Qt  more  in  touch 
with  the  living,  working  world  and  its  present  problems. 


328  A   SURVEY   OF   EDUCATIOIT   11^    HAWAII. 

THE    HOME  ECONOMICS  DEPARTMENT. 

The  programs  of  the  home  economics  department  look  somewhat 
"weak  as  to  statement  of  content  and  aims  when  compared  with 
those  in  manual  arts  and  mechanical  drawing.  More  work,  and  work 
of  greater  significance  should  be  offered  for  the  girls,  and  they 
should  be  led  by  intelligent  publicity  methods  to  appreciate  the  value 
for  every  girl  of  practical  knowledge  in  the  arts  of  home  making  and 
home  management.  No  girl  is  so  choice  that  she  can  demean  herself 
by  learning  to  cook  and  sew  and  make  garments.  She  should  be  as 
proud  of  such  handiwork  as  any  boy  would  be  who  had  produced  an 
artistic  piece  of  furniture  or  an  airplane  model  that  will  fly.  E^^en 
the  most  exclusive  preparatory  and  finishing  schools  of  the  main- 
land recognize  this,  or  are  yielding  to  the  pressure  of  sensible  par- 
ents; for  their  advertisements  in  the  magazines  are  featuring  their 
home  economics  courses. 

The  courses  in  domestic  science,  domestic  art,  and  household  man- 
agement in  Punahou  should  include  more  content  and  more  practice 
than  is  indicated  in  the  announcement,  pp.  29,  30.  Personal  hygiene, 
the  care  and  feeding  of  children,  and  first  aid  in  sickness  and  injury 
should  be  taught,  also  the  designing  and  making  of  dresses  and  hats. 
The  chemistry,  physics,  sociology,  and  sanitation  of  the  household 
should  receive  attention;  and  the  instructors,  furthermore,  should 
go  out  into  the  community  and  familiarize  the  girls  with  the  proper 
guarding  of  the  home  and  public  health  through  the  work  of  the 
sanitary  and  health  agencies  of  the  city. 

PHYSICAL  TPvAINING. 

The  principal  needs  in  phj^sicai  training  are  games  involving  run- 
ning, jumping,  swimming,  folk  dancing,  and  the  like  for  developing 
the  big  muscles  of  the  limbs  and  trunk,  mass  drills  for  forming 
habits  of  quick,  unified  and  effective  response  to  commands,  and 
games  involving  skill  of  hand,  eye,  and  body,  such  as  tennis,  baseball, 
and  fencing.  Most  or  all  of  these  are  proAdded  in  the  programs  of 
physical  training  for  the  girls  and  in  connection  with  the  K.  O.  T.  C. 
course  of  military  instruction  for  the  boys.  Both  programs  are  in 
line  with  the  best  educational  principles. 

COACHING  FOR  COLLEGE  EXAMINATIONS. 

The  members  of  the  commission  believe  that  "  reviews  for  college 
examinations  "  should  not  constitute  any  part  of  the  curriculum  of  a 
good  school,  whether  its  main  function  is  college  preparatory  or  not. 
If  "  reviewing  and  coaching  "  for  examinations  is  to  be  ^•ecognized  at 


THE   PRIVATE   SCHOOLS   OF    HAWAH.  329 

all,  this  sliould  be  permitted  only  in  quiz-clubs  voluntarily  organized 
outside  the  class  hours  and  paid  for  outside  the  regular  tuition.  Pu- 
nahou  occupies  a  position  of  dignity,  strength,  and  independence 
which  should  enable  it  to  put  the  ban  of  disapproval  on  coaching 
excepting 'for  pupils  who  have  lost  time  on  account  of  necessary  ab- 
sence or  for  such  as  are  manifestly  below  the  average  in  intelligence. 

Some  parents  prefer  to  pay  for  coaching  rather  than  take  the 
trouble  to  do  their  own  part  in  making  their  children  attend  regularly 
to  their  school  work.  They  permit  them  to  contract  habits  of  idle- 
ness and  lo;ifing,  indulging  themselves  in  the  assurance  that  at  the 
end  of  the  term  a  coach  will  be  employed  and  they  will  be  "put 
through."  Both  theoretically  and  practically  the  school  should  set 
its  face  against  all  such  attitudes  and  customs. 

CURPaCULTJMS  IX  THE  JUXIOE  ACADEMY  AXD  ELEMEXTARY  SCHOOL. 

The  curriculums  in  the  junior  academy  and  the  elementary  school 
are  worked  out  with  unusual  care; 'and  the  modern  principle  of  par- 
ticipation b}^  tlie  teachers  in  the  progressive  improvement  of  the  cur- 
riculums has  been  observed.  The  elementary  curriculum,  though 
very  good  as  printed,  is  now  undergoing  extensive  revision  in  the 
hands  of  committees  of  the  teachers,  led  by  tlie  principals.  All  this 
makes  strongly  for  good  and  intelligent  instruction.  In  the  revision 
of  the  elementary  curriculum  the  report  of  the  committee  on  mini- 
mum essentials,  of  the  national  societ}^  for  the  stud}^  of  education, 
and  the  curriculums  of  the  Columbia  University  schools  (Horace 
Mann  and  Speyer),  and  Dewey's  ("The  Schools  of  To-morrow") 
are  being  studied.  These  are  among  the  best  sources  for  progressive 
curriculum  study.  In  connection  with  curriculum  revision  we 
recommend  the  use  of  more  project  work  in  all  subjects,  especially 
arithmetic,  geography,  history  and  elementary  science,  the  supply 
and  use  of  more  maps,  pictures,  charts;  specimens  and  other  visual 
aids  in  all  subjects,  and  the  introduction  of  more  supplementary  read- 
ing along  geographical,  industrial,  and  vocational  lines  in  all  grades. 
"We  also  recommend  more  and  better  concert  work  for  drill  subjects 
and  better  questioning  for  thought  work.  We  recommend  featuring 
the  socialized  recitation  in  all  grades. 

One  of  the  best  classroom  exercises  observed  in  the  mathematics 
department  was  in  a  class  in  the  junior  academy.  The  teacher  had 
stimulated  the  pupils  to  bring  in  all  the  blanks  and  other  related 
papers  used  in  the  collection  of  taxes.  These  were  posted  in  the  room 
and  copies  were  also  distributed  among  the  pupils,  who  were  discus- 
sing the  proper  methods  of  filling  them  out  and  the  many  problems 
connected  therewith  in  a  lively,  intelligent,  and  interested  manner. 
Pupils  are  usually  interested  and  will  work  hard  on  a  stud}^  when 


330  A   SURVEY   OF   EDUCATIOX   IN    HAWAII. 

they  can  see  its  direct  practical  application  to  things  that  nearly  con- 
cern them.  This  came  very  near  meeting  the  test  of  a  good  socialized 
recitation,  in  that  the  pupils  were  not  reciting  to  the  teacher  so  much 
as  they  were  discussing  the  material  with  one  another. 

The  geography  work,  especially  in  the  upper  elementary  and  junior 
academy  grades,  is  too  formal  and  bookish.  There  should  be  more 
planning  of  imaginary  journeys  and  more  consulting  of  maps,  rail- 
road and  steamer  literature,  gazeteers,  and  reliable  books  on  travel 
in  place  of  some  of  the  formal  question  and  answer  and  topical  text- 
book recitations  which  now  prevail.  In  literature,  ^11  the  way 
througli,  more  attention  should  be  given  to  instruction  and  drill  in 
silent  reading.  Wherever  oral  reading  is  required,  intelligent  prepa- 
ration should  be  made  for  it;  and  the  reader  should  understand  that 
the  interest  and  satisfaction  given  to  his  audience  is  to  be  the  measure 
of  his  success. 

It  is  suggested  that  careful  study  be  given  by  the  management  of 
the  junior  and  senior  academies  to  the  curriculum  discussion  in  Chap- 
ter VI  of  this  report  and  to  the  curriculum  discussion  in  the  high- 
school  section  of  the  report  on  the  survey  of  the  ^Memphis  schools. 
(BuL,  U.  S.  Bu.  of  Educ,  1919,  Xo.  50,  pt.  2.    Ch.  II  and  pt.  4.) 

The  difficulties  of  meeting  the  varied  college  requirements  are  rec- 
ognized b}^  the  survey  commission,  yet  we  believe  that  it  may  be 
possible  to  make  stronger,  broader,  and  more  logically  balanced  cur- 
riculums  for  groups  having  different  aims,  thus  avoiding  some  of  the 
aimlessness  of  selection  that  must  come  from  so  free  a  use  of  the 
elective  sjrstem.  We  have  m.ost  particularly  in  mind  an  industrial 
curriculum  for  boys  and  a  curriculum  for  girls  not  expecting  to  pur- 
sue college  courses.  Such  a  curriculum  for  girls  should  have  a  central 
core  of  home-economics  studies  and  should  permit  options  between 
foreign  language  on  the  one  hand  and  a  major  sequence  in  aii:  or 
music  on  the  other.  In  this  curriculum  the  college  mathematics  should 
not  be  required.  Most  girls  have  no  use  for  it  excepting  to  get  into 
colleges  that  require  it.  They  would  get  far  better  mental  training 
and  more  useful  content  out  of  natural  science,  civics,  sociology,  and 
economics,  with  additional  opportunities  to  learn  shorthand  and  type- 
Avriting — not  necessarily  to  fit  themselves  for  office  jobs,  but  for  the 
purpose  of  increasing  their  personal  efficiency.  The  required  mathe- 
matics of  the  home-economics  curriculum  should  be  restricted  to 
household  and  communit}^  arithmetic  and  the  simplest  elements  of 
algebra  and  concrete  inventional  geometry  in  the  junior  academy, 
v\^ith  the  addition  of  household  bookeeping  and  the  arithmetic  of 
dietetics  and  budget  making  in  the  senior  academy. 

Punahou  teachers,  while  representing  a  high  average  of  training 
and  exi^erience,  are  not  free  from,  errors  of  classroom  technic  like 


THE   PEIVATE    SCHOOLS   OF    HAW  AH.  331 

those  discussed  in  Chapter  VI,  Section  lY;  and  this  discussion  is 
commended  to  them  and  their  supervisors  for  careful  study. 

TPIE   ORGANIZATION    AND   ADMINISTRATION    OF   PUNAHOU. 

The  organization,  administration,  and  supervision  of  Punahou 
bchool  are  carried  out  with  very  exceptional  educational  intelligence, 
breadth  of  vision,  open-mindedness,  and  efficiency.  Tender  the  presi- 
dent are  the  principals  of  the  four  schools,  the  head  of  the  boarding 
department,  the  librarian,  a  superintendent  of  grounds,  an  engineer, 
a  medical"  examiner,  and  a  nurse.  For  the  clerical  assistance  of  the 
president  and  principals  there  are  a  clerk  and  three  office  assistants. 
Each  executive  officer  who  needs  one  has  an  assistant.  The  president 
has  furnished  us  with  an  outline  of  the  aims,  plans,  and  policies  of 
the  school,  which  shows  careful  study  of  educational  problems  and 
looks  well  into  the  future  along  progressive  lines.  In  the  senior 
academy  there  is  not  so  much  active  supervision  as  is  desirable ;  but 
in  the  junior  academy  and  in  the  elementary  school  the  supervision 
is  very  good  indeed.  It  includes  nearly  all  the  desirable  features 
outlined  in  Chapter  VI,  Section  V.  Some  of  these  were  observed 
in  successful  operation. 

An  excellent  feature  in  the  elementary  school  is  a  rack  for  the 
teachers,  containing  the  current  numbers  of  the  best  educational  and 
literary  magazines.  Articles  from  these  are  frequently  discussed  in 
the  teachers'  meetings,  which  are  held  every  two  weeks.  Another 
noteworthy  feature  of  the  administration  is  the  prominence  given 
to  plans  for  m_oral  and  civic  training,  which  are  in  line  with  the  best 
educational  theories  in  this  field.  These  plans  apparently  are  in 
operation  and  are  producing  good  results. 

THE    BUILDINGS  AND   EQUIPMENT   OF   PUNAHOU. 

The  Punahou  Campus,  consisting  of  over  80  acres  of  ground,  is 
situated  in  the  beautiful  Manoa  Valley,  at  the  base  of  the  mountains 
and  80  feet  above  sea  level.  There  are  six  buildings  containing  42 
classrooms,  laboratories,  two  auditoriums,  and  a  number  of  special 
rooms  for  various  administrative  and  educational  purposes.  The 
library  occupies  a  separate  building  which  also  houses  a  small  but 
valuable  collection  of  art  vforks  and  historical  relics.  In  Castle  Hall 
and  Dole  Hall  are  the  girls'  dormitories  and  refectory. 

The  classrooms  are  generally  w^ell  adapted  to  tlie  purposes  for 
which  they  are  used;  and  most  of  them  are  well  lighted.  There  are 
a  few  in  which  the  light  is  received  from  the  right  instead  of  from 
the  left  as  it  should  be,  and  there  are  a  number  of  others  from  vvhich 
the  liofht  is  cut  off  at  the  tops  of  the  windows  by  the  overhanging 

10140°— 20 22 


332  A   SURVEY   OF   EDUCATION   IN    HAWAII. 

roof  or  the  lanais.  Plans  for  future  buildings  should  avoid  this 
and  should  conform  to  the  standard  ratios  (i.  e.,  length  of  window 
not  less  than  one-half  width  of  room,  and  clear  glass  area  not  less 
than  one-fifth  of  the  floor  area). 

The  sketches  for  future  development  of  the  campus  and  buildings, 
by  the  architect,  give  promise  of  a  steady  improvement  of  the  plant 
from  both  the  artistic  and  the  educational  standpoints.  The  athletic 
grounds  and  equipment,  including  tract  and  swim.ming  pool,  are 
modern  and  generous.  The  erection  of  a  gymnasium  is  projected  for 
the  near  future. 

The  equipment  in  good  pictures  for  the  schoolroom  walls  is  the  best 
to  be  found  in  the  islands,  and  compares  favorably  with  that  in  the 
best  schools  of  the  mainland.  There  are  some  rooms,  however,  that 
have  no  pictures.  Every  schoolroom  should  have  artistic  and  educa- 
tive decorations  of  some  sort. 

The  map  equipment,  though  better  than  that  in  most  of  the  other 
schools  of  the  islands,  is  ver}^  inadequate.  Full  sets  of  blackboard 
outline  maps  are  needed  for  the  elementary  school  and  the  two 
academies ;  also  full  sets  of  physical,  political,  and  historical  maps  for 
all  three  schools.  A  liberal  assortment  of  the  topographical  maps 
of  the  United  States  Geological  Surve}^  and  of  coast  and  river  charts 
is  also  needed.  These  can  be  obtained  at  nominal  expense,  and  can 
be  mounted  in  the  school.  The  school  has  a  few  good  maps  and  a 
few  of  the  teachers  use  them ;  but  maps  and  other  visual  aids  are  used 
far  too  little  here  as  in  other  schools  in  the  islands. 

The  junior  academ}^  has  an  excellently  planned  laboratory  in  gen- 
eral science  which  will  easily  accommodate  24  pupils  at  one  time. 
More  can  use  it  in  emergencies  without  serious  crowding. 

The  present  science  building  of  the  senior  academy  contains  a 
demonstration  classroom  and  two  laboratory  rooms.  The  accommo- 
dations are  inadequate,  as  one  laboratory  has  to  be  used  for  both 
physics  and  chemistry.  This  results  in  overcrowding  and  all  sorts  of 
disadvantages.  Physical  apparatus  should  never  be  kept  in  or  near 
a  chemical  laboratory  where  the  fumes  from  chemical  experiments 
are  sure  to  deteriorate  it  seriously.  The  biology  room,  which  is 
used  to  house  a  quite  extensive  collection  of  museum  specimens,  is  too 
small  to  be  used  for  the  three  purposes  of  a  classroom,  laboratory,  and 
museum.  The  general  equipment  for  biology  though  better  than  that 
in  most  of  the  schools  of  the  islands,  excepting  that  at  McKinley  is  far 
from  generous,  and  needs  development.  The  chemistry  equipment  is 
sufficient  for  good  work,  but  the  chemistry  is  interfered  with  by  the 
physics  and  vice  versa.  Like  the  biological  apparatus  the  physical 
apparatus  is  fair  in  amount,  exceeding  that  of  any  other  secondary 
school  in  the  islands.     Most  of  it  has  been  kept  in  good  condition, 


THE    PRIVATE    SCHOOLS    OF    HAWAII,  333 

but  there  is  not  adequate  space  for  its  proper  stora^^e  and  use.  More 
apparatus  for  laboratory  practice,  and  of  the  latest  design,  should  be 
added. 

These  needs  are  fully  recognized  by  the  administration  of  the 
school;  and  a  complete  remodeling  and  extension  of  the  science  hall 
together  with  the  purchase  of  additional  apparatus  is  planned  for 
the  immediate  future.  In  working  out.  these  plans,  it  is  recommended 
that  careful  study  be  made  of  the  references  given  in  Chapter  YI. 

The  equipment  for  household  arts  is  modern  and  adequate  for 
present  needs.  So  is  that  in  mechanical  drawing  and  woodwork: 
but  if  the  manual  work  grows  into  the  popularity  which  it  merits, 
its  scope  and  equipment  will  have  to  be  considerably  expanded. 

Besides  the  educational  buildings  there  are  on  the  campus  a  resi- 
dence for  the  president,  and  six  cottages  for  teachers  with  families. 
Unmarried  teachers  are  provided  with  quarters  in  the  boarding  de- 
partment. These  facilities  are  of  great  advantage  to  the  school,  in 
providing  satisfactory  living  conditions  for  the  teachers.  For  the 
further  advantage  of  the  teachers,  the  school  maintains  a  rest  cot- 
tage at  Kahala  beach,  where  teachers  may  spend  their  week  ends  and 
vacation  when  they  so  desire. 

The  Punahou  library,  in  respect  to  housing,  operation,  the  number 
and  balance  of  choice  of  books,  is  unique  in  its  excellence  as  a  school 
library.  The  only  deficiency  noted  in  the  books  was  in  the  line  of 
the  literature  that  is  rapidly  growing  up  for  the  promotion  of  in- 
dustrial and  vocational  intelligence  among  children  and  adolescents. 
The  tendency  to  develop  small  departmental  reference  libraries  in 
the  different  schools  and  departments  is  to  be  commended.  It  makes 
for  economy  of  time,  and  for  more  frequent  use  of  the  books  than 
would  be  secured  by  sending  pupils  to  the  central  library  for  all 
books. 

3.  THE  HONOLULU  MILITARY  ACADEMY. 

This  school  was  founded  by  its  president.  Col.  L.  G.  Blackman, 
in  1911,  It  is  controlled  by  a  board  of  10  trustees  of  which  the  presi- 
dent is  a  member  and  presiding  of^cer  ex  officio.  It  has  no  endow- 
ment, but  owns  a  fine  piece  of  property  consisting  of  about  100  acres 
of  ground  and  six  buildings,  and  valued  at  $200,000.  It  is  located 
at  Kaimuki  near  Waialae  Bay,  a  mile  from  the  end  of  the  "Waialae 
street -car  line.  The  buildings  stand  on  high  ground  overlooking  the 
ocean. 

The  school  draws  its  cadets  from  all  points  in  the  islands.  The 
191(S-19  roster  shows  64  from  Honolulu.  10  from.  Oahu  outside  of 
Honolulu,  16  from  Hawaii.  11  from  Maui,  10  from  Kauai,  1  from 
Molokai,  2  from  California,  and  1  each  from  New  York  State,  Minne- 


334  A   SURVEY    OF   EDUCATION   IN    HAWAII. 

sota,  and  Japan.  The  military  regime  as  the  title  of  the  school  in- 
dicates is  a  dominant  feature  of  its  organization.  It  began  at  first 
with  instruction  only  in  the  elementar}^  grades;  but  it  now  offers  a 
12-grade  program  of  studies,  and  is  organized  in  three  divisions,  an 
elementary  school,  grades  1-6;  a  junior  academy,  grades  7,  8,  9;  and 
a  senior  academy,  grades  10,  11,  12. 

The  student  body  at  present  consists  of  105  fine,  alert  boys,  who 
evidently  enjoy  and  appreciate  the  life  and  work  of  the  school. 

CURRICULA   OFFERED. 

The  curriculum  for  the  first  six  grades  is  similar  to  that  which 
prevails  in  most  American  school  systems,  but  is  more  restricted  than 
is  usual  in  most  of  our  larger  cities.  The  theory  is  outlined  in  the 
announcement  bulletin,  page  15,  as  follows : 

PREPARATOIIY  DEPARTMENT. 
GRADES   I  TO  VI. 

The  curriculum  of  this  department  is  the  standard  course  which  prevails  in 
the  best  American  schools,  and  is  laid  down  with  the  purpose  of  preparing  stu- 
dents for  the  entrance  requirements  of  the  junior  academy,  leading  up  through 
the  academy  proper  to  the  acquirement  of  accredited  college-entrance  qualifi- 
cations. 

Throughout  the  department  stress  is  laid  upon  thoroughly  grounding  tlie  stu- 
dent in  the  rudiments  of  education  before  passing  to  more  advanced  branches 
of  instruction.  The  pupil  in  his  early  years,  therefore,  is  required  to  acquire 
a  thorough  knowledge  of  spelling,  an  intelligent  grasp  of  the  use  of  the  English 
language,  facility  in  reading,  a  practical  business  handwriting,  and  a  ready 
application  of  the  elementary  rules  of  ailthmetic. 

In  the  lower  grades  a  thorough  grounding  is  given  in  reading,  writing,  spell- 
ing, and  in  the  tables  and  simple  rules  of  arithmetic.  Attention  is  given  to 
poetry,  elementary  English,  geography,  and  simple  history.  Singing,  drawing, 
physiology,  and  nature  study  are  also  taught. 

A  feature  of  the  work  of  the  preparatory  department  is  the  daily  recitation 
required  of  each  student  in  all  subjects. 

Nature  study  is  not  treated  as  a  separate  subject,  except  in  the  lowest 
grades.  A  normal  boy  requires  such  knowledge  from  his  own  contact  Avith 
nature  and  from  his  own  general  observation,  experiment  and  inquiry.  The 
geographies,  readers,  and  other  lesson  books  abound  in  useful  information  re- 
garding mammals,  birds,  insects,  and  natural  phenomena. 

Throughout  the  curriculum  an  effort  is  made  to  eliminate  extraneous  and 
unessential  matters  which  have  crept  into  the  popular  courses  of  study  of  late 
years,  often  to  the  detriment  of  subjects  of  approval  and  established  importance. 

The  survey  commission  can  not  agree  with  the  statement  as  to 
nature  study.  We  are  most  emphatically  of  the  opinion  that  a 
strong  course  in  nature  study  and  elementary  science  should  extend 
through  the  grades  of  every  elmentary  and  junior  school,  and  that 
such  a  course  would  be  a  most  attractive  and  educative  feature  in 
this  one,  where  it  is  easy  for  the  boys  to  get  close  to  nature  in  many 


THE   PRIVATE   SCHOOLS   OF   HAWAII.  335 

of  its  most  attractive  forms.  We  know  that  some  boys  will  observe 
and  learn  of  nature  without  stimulation  and  direction,  but  that  most 
of  them  will  not.  Yet  all  can  learn  to  do  so  under  the  guidance  of 
a  wise  and  entliusiastic  teacher  who  is  a  naturalist  V)y  taste  and  edu- 
cation. Under  such  guidance  and  instruction  they  may  develop 
interest  and  acquire  knowledge  and  training  which  will  help  them 
in  all  their  later  studies,  and  will  be  a  source  of  pleasure  and  in- 
spiration to  them  throughout  their  lives.  Very  few  boys  acquire 
such  interest  and  knowledge  without  guidance  and  training. 

y^e  also  believe  that  systematic  and  thorough  class  instruction  in 
m_usic  and  art  throughout  the  elementary  and  high-school  grades 
would  add  immensely  to  the  attractiveness  and  usefulness  of  the 
school  work. 

]More  speeding  up,  more  intensiveness.  and  greater  technical  effi- 
ciency in  the  classroom  teaching  would  gain  the  tim^  for  these.  Also 
if  the  study  problems  in  English,  arithmetic,  etc.,  were  made  to  grow 
largely  out  of  the  conditions  and  circumstances  of  the  nature  and 
science  work,  and  out  of  the  commerce  and  industries  of  the  island 
life  the  motivation  for  study  would  be  stronger  and  more  intensive 
work  would  result. 

In  the  seventh  and  eighth  grades,  junior  academy,  Latin  and 
French  are  introduced  in  addition  to  the  usual  English,  arithmetic, 
geography,  and  United  States  history.  This  is  in  line  with  modern 
thought;  but  why  not  the  rudiments  of  alg(ibra  and  concrete 
geometry  with  the  arithmetic,  and  why  not  general  science,  manual 
training,  free-hand  drawing  and  design?  The  very  purpose  of  a 
junior  high  school  organization  is  to  afford  opportunity  to  carry  out 
an  enriched  curriculum,  with  elements  to  appeal  to  many  pupils  of 
varied  interests  and  needs,  and  particularly  to  appeal  to  those  who 
are  more  easily  interested  in  studying  and  doing  concrete  things 
than  in  so  much  juggling  with  abstract  symbols.  Unless  there  is 
such  a  curriculum  enrichment  and  differentiation,  and  unless  the 
junior  school  has  its  own  separate  teaching  corps  and  organization, 
its  members  beijig  segregated  rather  distinctively  from  those  of  the 
other  schools,  a  school  does  not  fall  within  the  accepted  conception 
of  a  junior  high  school.  The  junior  academy  of  this  school  goes  only 
part  of  the  way  toward  carrying  out  this  conception. 

For  grades  9  to  12  the  program  of  studies  is  restricted  to  the 
traditional  college  preparatory  subjects,  with  the  addition  only  of 
stenography  and  typewriting  and  of  "  general  science." 

IN  REALITY  ONLY  OXE  CURRICrLI'IM  OFFERED. 

The  studies  of  this  quite  limited  program  are  repeated  under  three 
headings,  giving  jthe  appearance,  to  an  undiscerning  view,  of  three 


336 


A  SUPiVEY   OF   EDUCATION   IN   HAWAII. 


different  curriculums;  but  just  as  in  tiie  case  of  the  public  high- 
school  curriculums  and  those  of  Punahou  already  discussed,  tliere  is 
really  only  one.  Thus  any  cadet  choosing  the  "  English  '*  curriculum 
can  take  by  free  choice  the  exact  studies  that  he  would  take  in  either 
of  the  other  two  by  requirement  or  election,  excepting  that  he  may 
not  take  Greek,  which  however,  nobody  takes  anyway,  and  he  may 
take  stenograph}^  and  typewriting  which  nobod}^  is  taking  at  present. 
Thei'e  is  then  reali}^  only  one  curriculum  as  in  the  case  of  the  other 
schools,  and  a  narrower  one  than  the  others  at  that.  Eepeating  it 
under  two  additional  headings  with  a  slight  shifting  of  the  order  of 
studies  and  a  different  placing  of  them  under  the  words  "  required  " 
and  "elective''  does  not  make  it  any  broader.  In  order  to  show 
clearly  that  this  statem^ent  is  true,  the  studies  of  the  1919-20  an- 
nouncement bulletin  have  been  rearranged  below  and  tabulated  with 
reference  to  their  place  in  the  three  curriculum  columns  and  with 
reference  to  wliether  they  are  required  or  elective.  The  Roman 
numerals  refer  to  the  high  school  grades  in  which  the  subjects  are  to 
be  taken. 

Honolulu  Militarn  Academii  curriculums. 


Studies. 

Collegepreparatory. 

General. 

Commercial. 

Latin  IX,  X,  XI,  XII 

Required 

Elective 

.       .do 

Elef^tive 

Elective. 

Frencli  IX,  X,  XI,  XII . .    . 

.....do 

Not  offered 

Elective 

Do 

Greek  X,  XI... 

History  X,  medieval  and  modern .do 

Elective. 

History  XI,  English  histor"*  .                          1        .dn.    . 

.do. 

Do. 

History  XII,  American  history  and  civics. . . 
Review  of  plane  geometry  and  advanced 

.....do 

Required. . . 

do 

Required 

.....do 

.....do 

Reciuired  X 

/Required  XI. ..... 

\  Required  XII 

Not  offered........ 

Required. 
Elective. 

algebra,  XI. 

Solid  geometry  XII 

Plane  trigonometry  XII 

General  science . 

.....do 

Not  offered 

.   ...do. 

Do. 

Do. 

Elective  X. 

Chemistrv  physics 

One  required  XII. 
Not  offered........ 

Required  XI. 

Stenography  and  typewriting .... 

Elective  XI. 
Elective. 

Constants — required  in  all  three  ciu-riculums.    English  IX,  X,  XI,  XII,  algebra  to  quadratics  IX, 
plane  geometry  X,  ancient  history  IX. 
Additional  sequences  and  studies— required,  optional,  or  elective. 

As  stated  in  the  discussion  of  the  Punahou  curriculum,  we  seri- 
ously question  the  educational  soundness  of  giving  a  half  year  to  the 
review  of  plane  geometry.  If  solid  geometry  were"  placed  here,  all 
necessary  review  of  plane  geometry  ought  to  come  incidentally  in 
the  preparation  and  recitation  of  the  lessons  in  solid  geometry,  and 
a  fourth  of  a  semester's  time  would  thus  be  saved  to  spend  on  science, 
history,  economics,  bookkeeping,  economic  geography,  or  some  other 
of  the  vitalizing  and  appealing  subjects  of  a  modernized  secondary 
curriculum. 

We  can  not  see  any  sound  educational  philosophy  behind  the  re- 
quirement for  all  students  of  a  year  in  ancient  history,  while  x^meri- 
can  history  and  civics  are  made  elective  in  two  of  the  curriculums 


THE   PRIVATE   SCHOOLS   OF   HAWAII.  337 

and  left  to  the  whim  of  youthful  choice.  Is  the  answer  that  the 
boys  will  choose  these  in  college  ?  If  so,  why  should  they  be  expected 
to  do  so  if  they  did  not  choose  them  in  prej^aratory  school?  Since 
the  school  is  as  yet  too  small  to  carry  out  economically  a  more  di- 
versified program  of  studies,  our  suggestion  is  that  it  offer  two  cur- 
riculums — substantially  the  "  arts  preparatory  "  and  the  "  scientific 
preparator3\"  the  first  two  of  the  five  that  are  suggested  for  the 
public  high  schools,  in  Chapter  VI. 

We  strongly  advise  the  introduction  of  a  progressive  sequence  of 
mechanical-drawing  and  manual-training  courses,  similar  in  spirit 
and  method  to  those  outlined  in  the  Punahou  bulletin,  as  soon  as  the 
enrollment  and  income  of  "the  school  become  large  enough  to  jus- 
tify it. 

ORGANIZATION   AND    ADMINISTRATION    OF    THE    SCHOOL. 

The  training  and  experience  of  the  teachers  in  the  military 
academ}^  is  set  forth  in  a  preceding  table.  All  the  teachers  are  earn- 
estly devoted  to  the  boys  and  the  school;  and  in  general  they  are 
good  teachers.  The  teaching  of  Latin  and  history  are  especially 
original  and  stimulating.  Two  or  three  of  the  teachers,  however,  do 
not  use  good  English  all  the  time ;  and  these  ought  to  be  admonished 
to  make  special  effort  that  their  grammar  at  least  be  always  correct. 
Some  of  the  technical  faults  mentioned  in  Chapter  VI  are  more  or 
less  common  among  them,  and  they  should  be  led  to  take  to  heart  the 
suggestions  there  made  as  to  ways  of  eliminating  these.  The  super- 
vision of  the  classroom  work  needs  development  along  the  lines  sug- 
gested in  Chapter  VI. 

The  organization  and  administration  and  discipline  of  the  school 
are  embodied  in  the  military  routines,  and  are  highly  efficient.  They 
appear  to  be  excellent  in  spirit  and  wise  in  every  detail.  Character 
building  and  the  inculcation  of  fine  ideals  of  courtesy,  manhood,  and 
true  worth  are  evident  in  all  the  features  of  the  daily  routines,  and 
show  plainly  in  the  habits  and  conduct  of  the  cadets.  The  training 
here  in  habits  of  promptness,  cheerful  obedience  to  regularly  con- 
stituted authority,  neatness  and  cleanliness  of  person  and  quarters, 
courtesy,  tolerance,  fair  play,  and  chivalry  is  one  of  the  very  finest 
things  seen  in  the  schools  of  the  islands.  The  routines  provide  for 
useful  and  interesting  employment  of  every  waking  minute;  and 
this  tends  to  bring  back  to  these  boys  an  ever-present  influence  against 
loafing  and  dawdling  and  toward  a  fixed  habit  of  industry  and 
efficiency  which  was  characteristic  of  the  Xew  England  farm  life  of 
the  early  nineteenth  century,  but  which  has  nearly  vanished  from  the 
lives  of  youth  to-day. 


338  A   SURVEY   OF   EDUCATION   IN    HAWAII. 

BUILDINGS    AND    EQUIPMENT. 

The  schoolrooms  are  well  ventilated  and  attractive,  but  are  not 
lighted  exclusively  from  the  left.  There  are  bad  cross-lights  and 
shadows  in  many  of  them,  a  condition  Ayhich  in  some  cases  could  be 
remedied  by  turning  the  seats.  In  others,  changes  in  the  windows 
should  be  made.  The  dormitories,  mess  hall,  living  rooms,  club 
rooms,  armories  and  auditorium  are  all  well  adapted  to  their  pur- 
poses, and  the  playground  facilities  are  excellent. 

The  equipment  in  visual  aids,  like  that  of  all  the  secondary  schools 
in  the  islands,  leaves  very  much  to  be  desired.  The  science  laboratory 
is  too  small,  and  only  in  chemistry  does  the  equipment  of  apparatus 
and  supplies  approach  the  amount  and  variety  needed. 

Physical,  political,  historical,  topographical,  and  blackboard  out- 
line maps  are  needed.  At  least  one  full  set  of  each  should  be  supplied 
and  these  should  be  kept  in  constant  use.  More  should  be  added  later, 
according  as  the  need  develops.  A  transit,  a  level,  a  plane  table,  and 
a  sextant  Avould  add  greatly  to  the  interest  and  utility  of  the  course 
in  trigonometry.  Space  and  simple  apparatus  are  needed  for  in- 
dividual laboratory  work  in  general  science  and  physiology,  both  of 
which  tend  to  become  too  bookish  and  abstract. 

These  needs  are  recognized  by  the  management  of  the  school. 
Doubtless  the  needed  improA^ements  will  be  made  and  the  deficiencies 
remedied  in  the  near  future. 

4.  THE  MID-PACIFIC  INSTITUTE. 

This  school  was  founded  by  the  union  of  Mills  School  for  Boys, 
the  Japanese  Boarding  School,  the  Methodist  Korean  Boarding 
School,  and  Kawaiahao  Seminary  for  Girls.  Mills  School  was 
started  as  a  small  doAvntovrn  missionary  school  in  1892,  by  Mr.  and 
Mrs.  Francis  W.  Damon,  who  took  into  their  home  a  number  of 
Chinese  bovs  witli  the  aim  of  <]:ivin2f  them  a  Christian  education. 
Kawaiahao  Seminary  was  founded  in  a  similar  manner,  in  1864, 
Avhen  Mr.  and  Mrs.  Luther  H.  Gulick  took  into  their  home  a  number 
of  TIav/aiian  girls.  These  schools  grew  in  numbers,  interest,  and 
influence,  and  the}^  gradually  accumulated  properties,  encloAvment 
funds,  and  scholarships.  In  1907  both  Mills  and  Kawaiahao  had 
outgrown  their  quarters,  and  better  sites  and  buildings  had  long  been 
needed  for  them.  Accordingly  these  two  schools  and  the  tAvo  others 
above  mentioned  were  united  for  economy  and  efficiency  of  adminis- 
tration. The  present  valuable  site  of  GO  acres  near  the  head  of  the 
Manoa  Valley  was  acquired,  largely  through  the  beneficence  of  the 
Hawaiian  Board  of  Missions.  The  building  used  for  tlie  boys' 
school  and  the  joint  high  scliool,  Wilcox  Hall,  AA^as  given  by  Mr. 
George  M.  Wilcox,  of  Kauai ;  and  the  girls'  building,  Atherton  Hall, 


THE   PEIYATE    SCHOOLS    OF    HAW  AH.  339 

was  given  by  Mrs.  J.  B.  Atherton.  in  memory  of  her  husband.  The 
school  is  controlled  by  a  self -perpetuating  board  of  trustees,  whose 
election,  however,  must  be  approved  by  the  Hawaiian  Board  of  Mis- 
sions. It  now  has  an  endowment  of  over  $600,000.  It  has  an  annual 
income  from  boarding  and  tuition  fees  of  approximately  $26,000. 
It  is  stated  by  the  president  that  the  fees  for  board  and  tuition  ($100 
for  elementary  schools  and  $125  for  high  school)  barely  cover  the 
cost  of  raw  food.  Ail  the  expense  of  operating  the  school,  therefore, 
is  met  by  income  from  tlie  endowment,  supplemented  by  generous 
gifts  from  friends  of  the  institution. 

The  boys  of  Mills  school  are  nearl}^  aU  of  Chinese  and  Japanese 
parentage.  The  girls  of  Kawaiahao  are  largely  Hawaiian,  but  many 
oriental  and  Polynesian  races  and  race  mixtures  are  also 'repre- 
sented. The  students  in  ^Mid-Pacific,  especially  the  boys,  are  dili- 
gent students,  as  is  generally  characteristic  of  orientals  when  they 
go  to  school.  The  most  of  them  are  in  school  because  they  knov/ 
they  must  depend  on  their  own  efforts  for  a  career;  and  the}^  believe 
that  an  American  education  will  help  tliem  to  get  on.  They  are  a 
fine  lot  of  boys,  and  it  was  especially  inspiring  to  hear  them  at 
chapel  singing  xVmerican  patriotic  iiymns  witli  evident  sincerity  and 
enthusiasm.  The  teachers  of  the  school  aim  to  make  Christian 
Americans  out  of  these  boj's  and  young  men  of  oriental  parentage 
and  competent  Christian  home  makers  and  wage  earners  out  of  the 
girls.  There  is  every  reason  to  believe  that  they  are  accomplishing 
these  purposes  in  an  efiicient  manner. 

THE    CUERICULA    OF    THE    SCHOOL. 

The  curriculums  are  like  those  already  discussed  excepting  that 
English  is  given  double  time,  8  units  being  required  for  graduation 
instead  of  4,  that  Bible  study  is  required  in  each  year  of  each  cur- 
riculum, and  that  20  to  23  units  instead  of  16  are  recjuired  for  gradua- 
tion. Otherwise  the  curriculums  differ  but  little  from  those  of  the 
public  high  schools,  excepting  that  in  foreign  languages  only  two 
years  each  of  Latin  and  French  are  offered,  and  only  two  years  of 
foreign  language  are  required  for  graduation. 

The  curriculum  discussions  of  Chapter  VI  of  this  report  and  of 
the  high-school  section  of  the  Memphis  survey  are  commended  to  the 
managers  of  this  school  for  careful  study. 

It  is  fundamentally  better  to  look  at  the  curriculum  question  from 
the  point  of  view  of  otrering  to  the  pupils  the  opportunity  to  choose 
among  several  different  courses  of  training  rather  than  to  choose 
studies  without  any  definite  central  aim. 

The  elementary  curriculum  of  Kawaiahao  includes  cooking  and 
sewing.  The  cooking,  however,  is  such  as  can  be  gained  by  helping 
in  the  cooking  and  serving  of  the  meals  for  the  girls  and  teachers. 


340  A  SUEVEY   OF   EDUCATION   IX    HAWAII. 

This  is  educative  to  a  degree,  but  the  requirements  of  regular  meals, 
to  be  got  exactly  on  time,  for  a  large  number  of  persons  are  apt  to 
conflict  with  the  requirements  of  education.  Also  the  specialized 
practice  which  makes  for  efficiency  in  institutional  housekeeping  does 
not  go  so  far  in  itself  toward  developing  the  power  of  initiative  and 
the  ingenuity  in  meeting  emergencies  that  is  so  necessary  to  the 
mistress  of  a  private  home.  The  institutional  work  gives  training 
in  the  formation  of  certain  efficient  habits,  and  in  that  sense  is  good 
as  far  as  it  goes ;  but  it  is  not  a  substitute  for  regular  classroom  and 
laboratory  training  in  domestic  science.  The  sewing  rooms  though 
too  small  are  fairly  well  equipped;  and  the  work  covers  the  articles 
and  principles  usually  taught  in  the  elementary  grades  of  good 
public-school  systems.  As  is  usual,  there  was  good  interest  and 
industrious  application  in  these  classes. 

The  school  is  missing  a  great  opportunity  in  not  w^orking  into 
its  courses  in  English,  arithmetic,  and  geograph}^  many  real  problems 
and  projects  that  grow  naturally  out  of  the  housekeeping  and 
sewing  work  and  gardening  or  are  suggested  by  them.  Such  prob- 
lems and  projects  would  furnish  real  motives  for  thinking,  such 
as  do  not  come  out  of  formal  questions  and  abstract,  made-up 
examples. 

TEACHING  EFFICIENCY. 

The  teachers  of  mid-Pacific  are  a  fine,  harmonious  body  of  sincere 
men  and  women.  They  are  full  of  the  missionary  spirit,  and  in 
general  very  well  trained.  It  is  unfortunate,  however,  that  there 
are  no  living  provisions  for  married  men.  One  of  the  urgent  needs 
of  the  school  is  for  cottages  for  men  with  families,  such  as  Kame- 
hameha  and  Punahou  possess.  This  would  help  the  school  to  retain 
the  services  of  especially  useful  young  men  when  they  become  more 
mature  and  wish  to  marry  and  establish  homes  of  their  own. 

The  status  of  the  teachers  as  to  training  and  experience  is  shown 
in  a  preceding  table.  It  will  be  seen  that  they  stand  well  as  com- 
pared with  the  teachers  of  other  private  schools. 

The  teaching,  like  that  in  the  other  schools,  is  open  to  criticism 
at  many  points  and  is  worthy  of  commendation  at  others.  For 
example,  in  geometry  the  teacher  is  not  careful  to  have  all  flaws 
in  logic  corrected  by  the  class;  yet  in  algebra  he  gives  unusually 
good  attention  to  bringing  out  fundamental  principles  by  classifying 
solutions  to  problems  under  different  types. 

Recitations  in  history  and  geography  are  too  bookish.  Not  enough 
problematic  and  thought-provoking  questions  are  asked,  and  there 
is  almost  no  use  of  Tvall  maps  and  other  important  kinds  of  visual 
aids. 


,      THE    PRIVATE    SCHOOLS    OF    HAWAII.  341 

In  the  teaching  of  phonetics  and  hmgiiage,  where  automatic  mem- 
ory of  forms  is  the  objective,  concert  work  is  not  used  enougli,  and 
the  technic  is  not  expert  when  it  is  used. 

Examples  of  good  questioning  and  exposition  were  observed  in 
biology  and  geography,  but  there  would  be  more  enthusiasm  and 
better  results  if  more  definite  project  and  problem  assignments  were 
made.    This  latter  is  true  of  nearly  all  the  subjects. 

In  Latin  it  was  noted  that  the  practice  of  interlining  their  text- 
books with  English  equivalents  of  the  Latin  words  v/as  general 
among  the  students.  This  is  a  bad  practice.  The  purpose  of  study- 
ing the  Latin  lesson  is  to  get  a  perfect  mastery  of  the  Latin  author's 
thought  and  then  express  it  in  good  English.  Hence  the  student 
should  aim  in  his  preparation  to  knov/  the  story  and  meaning  so 
well  that  he  can  render  it  in  good  English  in  his  own  words  and 
also  explain  the  Latin  construction  of  any  passage  on  demand. 
Being  human,  he  will  not  do  this  if  he  be  allowed  to  use  an  interlined 
text.  The  practice  of  interlining  can  easily  be  prevented  by  using 
in  the  classroom  only  separate  class  texts,  without  notes  or  vocabu- 
lary.   These  are  furnished  by  all  publishers  of  Latin  classics. 

The  teaching  of  physiology  in  Kawaiahao  was  an  illustration  of 
the  extreme  of  formal  quest ion-and-answer,  out-of-the-book  teaching. 
It  is  a  poor  method  of  teaching  a  subject  which  fairly  bristles  with 
jDoints  of  personal  and  public  interest  of  the  most  appealing  sort.  If 
the  school  has  the  kind  of  classroom  supervision  that  it  ought  to  have, 
such  ineffective  types  of  teaching  may  be  expected  to  yield  place  to 
project  and  problem  methods  in  the  near  future. 

Taking  all  the  teaching  work  in  both  schools  into  consideration  it 
may  be  said  that  the  quality  averages  well.  Most  of  the  elementary 
work  was  equal  to  or  better  than  the  average  of  that  observed  in  the 
public  elementary  schools,  and  the  high-school  work  on  the  average 
was  not  quite  so  good  as  the  corresponding  work  in  McKinley  and 
Hilo  high  schools. 

ADMINISTRATI\'E  FEATURES. 

As  to  aclnrinistration,  the  executive  work  is  well  done;  but  there 
is  very  little  in  the  way  of  effective  supervision  of  the  classroom 
teaching.  This  condition,  as  has  already  been  shown,  is  not  unique 
among  Hawaiian  schools  any  more  than  in  the  States,  but  neverthe- 
less it  represents  a  radical  defect  that  should  be  remedied.  Kawaia- 
hao particularly  would  probably  fare  better  as  to  effective  super- 
vision if  its  principal  would  assume  a  more  hospitable  attitude 
toward  the  modern  tendencies  in  methods  that  are  proving  to  be  so 
stimulating  to  elementary  teachers  on  the  mainland. 

The  school  year  is  36  weeks  in  length.  The  recitation  periods  in 
the  high  school  are  40  minutes  gross.     It  will  be  recalled  that  this  is 


342  A   SUEVEY   OF   EDUCATIO^nT   IN   HAWAII. 

below  the  Xorth  Central  standard  of  "  40  minutes  in  the  clear."  The 
high-school  girls  in  Kawaiahao  recite  in  the  same  classes  with  the 
high-school  boys  at  Mills. 

BUILDINGS  AXD  EQUIPMENT. 

The  buildings  are  in  the  Queen  Anne  or  English  gable  style,  the 
outer  walls  being  of  lava  stone  quarried  on  the  grounds,  and  the  in- 
terior of  wood.  They  are  well  located  and  make  a  very  imposing  and 
handsome  appearance.  Half  the  ground  is  used  for  pasturage  for 
the  cows  that  supply  the  school  with  milk;  of  the  remainder,  part 
is  leased  for  gardening  purposes  and  the  rest  is  being  Avorked  up  as 
playgrounds  and  campus. 

Wilcox  Hall,  valued  at  $125,000,  contains  14  chtssrooms,  parlor^ 
library,  dining  room,  cookrooms,  and  dormitory  space  for  195  boys. 
The  larger  boys  occupy  single  rooms  and  the  smaller  ones  large 
dormitories.  In  the  basement  are  bathrooms,  showers,  toilets,  and 
laundry,  two  laboratories,  three  commercial  rooms,  and  a  manual 
training  shop. 

Atherton  Hall,  valued  at  $80,000,  contains  eight  classrooms,  50 
rooms  for  the  larger  girls,  and  two  large  dormitories  for  the  small 
girls,  together  with  parlor,  library,  dining  room,  cookrooms,  and 
laundiy.     All  pupils  and  all  the  teachers  live  in  these  buildings. 

In  both  schools  the  food  is  good  and  the  houskeeping  well  con^ 
ducted. 

The  schoolrooms  in  both  buildings  are  fairly  well  lighted,  the  light 
coming  from  the  left  in  most  of  the  rooms,  as  it  should.  Some  of  the 
basement  rooms,  notably  the  manual  training  shop,  the  commercial 
practice  room,  and  the  girls'  laundry  are  very  inadequately  lighted. 
The  lighting  of  the  basement  laboratories  is  a  little  less  than  fair. 
In  the  typing  room  the  machines  should  be  turned  so  the  light  may 
come  to  the  operators  from  the  side  and  not  from  the  rear.  The 
operators  work  with  their  heads  in  thei:  own  light.  The  chemical 
and  biological  laboratories  are  both  too  small  and  there  is  not  ade- 
quate storage  space  for  apparatus.  There  is  neither  -sufficient  nor 
suitable  space  for  teaching  physics.  The  physics  apparatus  is  inade- 
quate in  amount  and  is  kept  in  the  chemistry  storeroom,  where  it 
must  rapidly  deteriorate.  A  separate  room  with  suitable  tables  and 
an  adequate  amount  of  apparatus  is  badly  needed  in  order  to  make 
the  teaching  of  this  subject  effective.  The  shorthand  room  should  be 
rearranged  as  to  seating,  so  the  students  may  receive  the  light  from 
the  left.  Semitransparent  adjustable  shades  should  be  jorovided  for 
all  rooms  receiving  direct  sunlight.  The  plum.bing  in  the  Mills 
School  basement  is  in  a  bad  state  of  repair  and  should  be  overhauled 
or  replaced. 


THE   PRIVATE   SCHOOLS   OF   HAWAII.  343 

MID-PACIFIC    SCHOOL    NEEDS. 

To  sum  up,  Mid-Pacific  needs  a  new  biiildintr  for  a  joint  high 
school,  with  adequate  unihiteral  lighting  throughout  and  no  basement 
classrooms.  This  building  should  have  spacious  and  well-equipped 
laboratories  for  physics,  chemistry,  biology,  geography,  and  general 
science,  cooking,  plain  sewing,  dressmaking,  and  millinery.  There 
should  be  rooms  equipped  for  typewriting,  bookkeeping,  and  office 
practice,  and  well-appointed  shop  rooms  for  manual  arts  and  me- 
chanical drawing.  There  should  also  be  well-equipped  rooms  for 
freehand  drawing  and  design  and  for  handcraft  work  for  girls. 
Like  the  other  schools  examined,  this  school  is  very  inadequately 
supplied  with  maps.  There  should  be  Iwo  complete  sets  of  large 
political  wall  maps,  two  sets  of  blackboard  outline  maps,  one  set  each 
of  historical  maps  (American  and  European  historj^),  and  one  set  of 
physical  maps. 

If  possible,  the  school  should  provide  a  completely  equipped  cot- 
tage in  which  the  girls  can  live  for  a  period  by  turns  and  keep  house 
together  in  small  groups.  They  might  thus  learn  private  home- 
keeping  by  actual  practice  under  regular  instruction.  As  they  can 
not  all  have  set  wash  trays  and  electric  irons  when  they  go  to  house- 
keeping on  their  own  account,  they  ought  to  be  provided  in  this  cot- 
tage with  ordinary  tubs  and  irons  and  with  an  ordinary  cook  stove 
So  that  they  may  become  skillful  in  the  use  of  these. 

5.  THE  EPISCOPAL  SCHOOLS, 

The  lolani  School  and  St.  Andrew's  Priory  are  the  two  largest  of 
a  group  of  Episcopal  mission  schools,  situated  in  various  parts  of 
Honolulu.  These  two  are  located  in  the  group  of  edifices  of  which 
the  cathedral  is  the  center.  All  these  schools  are  under  the  control 
of  the  Rt.  Rev.  H.  B.  Restarick,  Bishop  of  Honolulu,  who  informed 
us  that  there  are  no  boards  of  control  or  trustees  for  the  schools,  but 
that  he  is  wholly  responsible  for  financing  and  operating  them. 
His  attention,  however,  is  given  mainly  to  the  financing  and  to  the 
direction  of  the  religious  instruction.  He  informed  us  that  the 
curriculums  and  the  operation  and  instruction  are  left  entirely  to 
the  respective  principals.  In  both  schools  the  teaching  staffs  are 
constantly  changing.  Both  principals  are  new  this  year.  They  are 
sincere  and  earnest  people,  but  neither  one  has  had  the  kind  of  train- 
ing and  experience  that  are  essential  to  success  in  organizing  a 
school,  working  out  a  curriculum,  and  supervising  the  teaching  ac- 
cording to  accepted  modern  standards. 

THE  lOLAXI  SCHOOL. 

lolani  School  has  an  earnest  and  well-disposed  body  of  about  120 
students;  the  elder  ones  especially  seem  earnestly  desirous  of  learn- 


344  A  SURVEY  OF  EDUCATIO:^'   IN   HAWAII. 

ing  all  they  can.  They  are  mostly  of  Chinese  parentage.  The  school 
has  all  grades  from  primar}^  through  high  school.  There  seems 
to  be  a  fine  spirit  of  devotion  and  good  will  on  the  part  of  teachers 
and  pupils;  but  as  an  educational  institution  it  can  not  properly 
be  ranked  high. 

The  lolani  buildings  are  very  old  and  are  totally  unfit  for  school 
purposes.  There  is  no  efficient  organization,  and  the  frequent  changes 
in  the  teaching  staff  would  destroy  almost  any  organization  that 
could  be  whipped  into  shape. 

There  is  no  established  system  of  keeping  the  school  records ;  and 
important  data  asked  for  by  the  commission  could  not  be  found. 
One  of  the  members  of  the  clergy  who  was  a  teacher  in  the  school 
left  during  the  survey  to  assume  a  ministerial  charge,  and  this 
necessitated  a  radical  shift  in  the  class  assignments. 

THE   TEACHING   CHARACTERIZED. 

The  teaching  observed  was  mostly  crude,  unskilled,  and  ineffective. 
Especially  in  the  middle  elementary  and  lower  high  school  grades 
the  class  management  was  so  poor  that  there  was  much  noise  and 
confusion  and  little  or  nothing  of  the  instruction  was  made  to  de- 
velop logically  or  stand  out  clearly.  "  Volley  answers,""  "  hesitation 
questions,". ''  inverted  what  questions,"  and  "  blank  filling  questions  " 
were  the  rule  rather  than  the  exception.  In  some  cases  the  teachers 
were  not  themselves  in  possession  of  a  clear  understanding  of  what 
they  were  trying  to  teach.  In  many  classes  there  were  serious  dis- 
turbances from  noise  coming  through  the  thin  board  .partitions  from 
other  rooms.  In  most  of  the  rooms  the  blackboard  space  was  insuf- 
ficient and  the  quality  of  the  blackboards  very  poor.  This  con- 
tributed seriously  to  the  inefficiency  of  the  instruction. 

The  following  extracts  from  the  observer's  field  notes  will  serve 
to  illustrate  some  of  the  types  of  faulty  teachings  Avhich  also  are 
discussed  at  some  length  in  Chaj^ter  VI. 

1.  Recitation  in  English. — Held  in  dining  room.  The  boys  are  picking  out 
clauses  as  subject  and  predicate,  naming  verbs,  etc. 

Questions:  Whoever  comes  is  your  what?" And  your  subject  is ? 

And  then  your  whole  clause  is ?  What  kind  of  a  word  is  suffer?    Answer, 

"  a  verb."    Teacher,  "  yes,  a  veii),  all  right." 

Part  of  the  assignment  for  next  day  was  to  bring  in  five  original  sentences  in 
each  of  which  a  clause  is  used  for  the  subject.  No  explanation  was  given  or 
discussion  entered  into  as  to  why  a  clause  might  be  more  useful  as  subject  than 
a  word  or  phrase.  No  motive  for  the  assignment  was  apparent  except  that  of 
meeting  the  demand  of  the  teacher. 

In  a  really  constructive  teaching  process  the  boys  would  have  been 
led  to  analyze  an  English  selection  within  the  range  of  their  com- 
prehension and  interests  in  order  to  find  out.what  were  the  uses  of  the 


I 


THE   PRR'ATE   SCHOOLS   OF    HAW  AH.  345 

different  words,  phrases,  and  clauses  in  conveying  the  thought  of  the 
writer  to  the  reader  clearly,  concisely,  and  forcibly.  They  would 
then  have  been  assigned  something  to  write  about — something  in 
which  they  were  interested  and  about  which  they  had  some  thought 
that  ihej  would  like  to  express.  They  would  then  have  been  asked 
to  analyze  these  and  change  them  around  in  various  ways  until  they 
had  got  them  into  the  best  possible  form  for  expressing  what  was  in 
their  minds.  In  each  paragraph  the  structure,  form,  and  function  of 
each  important  word  or  group  element  would  be  discussed,  and  trials 
would  be  made  of  changing  clauses  into  phrases  or  single  w^ords  and 
vice  versa,  and  of  changing  order  and  arrangement  to  get  the  sen- 
tence into  the  clearest,  concisest,  smoothest,  and  most  forcible  form. 
This  kind  of  procedure  would  furnish  a  real  motive  for  grammatical 
thought,  for  it  would  be  made  plain  that  a  knowledge  of  grammatical 
relations  and  of  the  functions  in  a  sentence  of  its  different  gram- 
matical elements  is  necessary  in  order  to  achieve  either  a  clear  expres- 
sion of  one's  thoughts  or  a  clear  understanding  of  the  thoughts  of 
another. 

2.  A  Latin  reeitaiion. — There  is  much  confusion  of  voices.  Pupils  allowed  to 
interrupt  each  other.  General  questions  with  "  volley  answers  "  are  the  most 
common  sort.  There  is,  however,  a  good  development  by  the  teacher  of  the  uses 
of  the  different  inflected  forms  in  expressing  differences  in  meaning. 

3.  Arithmetio  lesson. — Promiscuous  or  "volley  answers"  prevail.  Much  noise 
and  confusion.  No  principles  are  made  to  stand  out  clearly,  although  some  good 
blackboard  practice  is  being  given.  Teacher  often  fails  to  notice  pupils'  mis- 
takes, and  hence  they  are  not  made  to  correct  these. 

4.  A  geography  recitation. — "  Volley  answers "  prevail.  Much  confusion. 
Exclusively  memory  work.  Little  or  notliing  made  clear  or  interesting.  No 
effective  use  of  wall  maps. 

5.  A  chemistry  class. — Class  held  in  a  shed  badly  crowded  and  very  poorly 
lighted,  part  of  the  light  coming  from  the  front,  j)art  from  left  and  some  from 
rear.  Students  show  good  interest.  Teacher  enthusiastic,  but  badly  ham- 
pered by  lack  of  space  and  adequate  apparatus  and  by  crowding  of  class. 

6.  A  history  lesson. — Exclusively  question  and  answer,  textbook  recitation. 
Very  slow  and  uninteresting. 

In  this  school  there  is  no  real  coordinating  leadersliip,  no  sj^stem, 
and  no  unification  of  aim  and  effort.  Consequently  the  instruction 
must  be  relatively  ineffective.  There  are,  of  course,  many  students 
who  will  learn  much  if  you  teach  them  how  to  read  and  put  them 
in  touch  with  books ;  but  a  school  ought  to  do  more  than  this. 

BUILDINGS  AXD  EQUIPMENT. 

The  building  is  entirely  unfit  for  the  purposes  of  a  school,  especially 
such  a  large  one  as  this.  The  light  is  inadequate  or  from  a  wrong  di- 
rection or  ])oth,  in  nearly  all  the  rooms.  The  blackboards  are  xevy  poor 
or  inadequate  in  area.     Aside  from  a  small  demonstration  outfit  in 


846  A   SUEVEY   OF   EDUCATIO:fT   IN    HAWAII. 

chemistry,  a  few  articles  to  be  used  for  demonstration,  and  a  map  or 
two,  the  school  has  practically  no  equipment.  There  was  a  small 
manual-training  outfit  but  it  is  not  now  in  regular  use. 

It  was  stated  that  $100,000  of  a  large  fund  that  is  to  be  raised  by 
the  Episcopal  churches  of  the  United  States  has  been  apportioned 
to  this  school  for  the  erection  and  equipment  of  a  building.  The 
bishop  hopes  that  this  will  be  available  within  another  year.  Such 
an  up-to-date  building  as  might  be  erected  and  equipped  for  this 
amount  is  certainly  badly  needed;  but  it  may  prove  difficult  to 
reconcile  the  needs  of  both  an  up-to-date  school  building  and  equip- 
ment on  the  one  hand  and  the  needs  of  an  adequate  boarding  de- 
partment on  the  other.  Those  Avho  are  to  be  responsible  for  spending 
this  amount  of  money  should  see  to  it  that  the  plans  and  specifi- 
cations are  correct  and  up-to-date  in  every  detail  of  adaptation  to 
the  needs  of  a  good  school.  This  means  that  someone  who  laiows 
about  good  schools  should  have  a  hand  in  making  the  plans.  Other- 
wise there  is  danger  that  the  building  will  be  made  to  fit  in  well 
with  the  ecclesiastical  group  as  to  proportion  and  appearance,  but 
that  many  urgent  needs  of  the  school  will  be  overlooked  or  poorly 
provided  for. 

ST.  Andrew's  priory. 

The  St.  Andrew's  Priory  is,  on  the  whole,  a  much  more  successful 
school  than  lolani.  It  has  an  attractive  and  comfortable  build- 
ing of  monastic  style,  harmonizing  well  in  type  of  architecture 
with  the  church  buildings.  The  dormitories,  dining  room,  and 
kitchen  are  neat  and  attractive.  Most  of  the  schoolrooms  are  well 
lighted  and  of  suitable  size,  but  the  school  is  already  overcrowded. 
The  plans  for  the  building  failed  to  provide  for  any  expansion,  yet 
the  management  keeps  on  admitting  more  pupils,  finding  it  hard  to 
refuse  those  w^ho  apply. 

The  school  gives  much  attention  to  right  habits  of  home  life,  good 
ideals,  and  training  in  English  speech.  In  these  it  has  been  remark- 
ably successful,  according  to  the  testimony  of  the  bishop  and  the 
teachers. 

Visitation  in  the  classrooms  revealed  that  the  lovv^er  primary'  work 
is  being  well  done,  that  the  English  training  and  the  observances  of 
courtesies  in  all  classes  and  at  all  times  are  good,  that  the  upper  ele- 
mentary work  is  fair  and  that  the  high-school  work  is  weak. 

The  equipment  for  sewing  is  fair.  There  is  no  cooking  laboratory 
and  no  special  rooms  or  equipment  for  laboratory  work  in  science. 

The  elementary  curriculum  is  of  the  strictly  traditional  type  above 
the  first  two  grades  excepting  there  is  opportunity  for  the  girls  to 
get  good  instruction  in  sewing.  There  is  no  other  handcraft  work, 
and  no  noteworthy  effort  at  systematic  instruction  in  drawing,  color, 


THE   PRIVATE   SCHOOLS    OF    HAWAH.  347 

and  design.  The  high-school  cnrricuhim  has  more  on  paper  than 
can  be  properly  taught  or  than  is  being  taught.  It  is  not  built  on 
modern  principles  of  curriculum  making.  The  kind  of  curriculum 
which  would  seem  to  be  demanded  to  fit  the  needs  of  the  girls  in 
this  school  is  one  in  which  the  home  interests  and  the  interests  of 
the  women  citizens  should  form  the  core.  The  home  economics 
curriculum  recommended  for  the  public  high  schools.  Chapter  VI, 
would  serve  well  as  a  basis  to  work  from  in  constructing  a  curriculum 
for  this  school.  It  is  recommended  to  the  principals  and  teachers 
for  careful  consideration  in  connection  with  the  work  of  building  a 
curriculum  that  is  better  suited  to  the  needs  of  these  girls. 

RECOMMEXDATIUNS. 

The  survey  commission  believes  and  recommends  that  steps  should 
be  taken  at  once  to  have  the  control  and  oversight  of  these  schools 
placed  in  the  hands  of  a  board  of  trustees  or  a  board  of  control,  who 
shall  decide  on  the  educational  and  fiscal  policies  to  be  carried  out, 
and  who  shall  select  a  competent  head  for  the  schools.  The  person 
selected  should  be  a  schoolman  of  experience,  trained  in  the  profes- 
sion of  supervising  education.  He  should  direct  and  supervise  the 
activities  of  both  schools  and  recommend  policies  to  the  board  of 
trustees  for  consideration  and  approval.  The  salary  attached  to  this 
position  should  be  sufficient  to  attract  and  hold  a  competent  person, 
or  else  no  benefit  will  result. 

6.  THE  HILO  BOARDING  SCHOOL. 

This  is  one  of  the  oldest  schools  in  the  islands.  It  was  established 
in  1836  through  the  efforts  of  the  Rev.  D.  B.  Lyman,  who  was  its 
principal  until  1874,  and  the  Eev.  Titus  Coan.  It  is  recorded  that 
Gen.  Armstrong,  who  founded  Hampton  Institute,  received  much  of 
his  inspiration  and  many  of  his  practical  ideas  of  industrial  educa- 
tion from  contact  with  Dr.  Lyman  and  the  Hilo  Boarding  School. 
The  fact  is  noteworthy  that  elementary  tool  work  and  industrial 
training  were  vjell  started  in  this  school  b}^  ''  Father  Lyman "  40 
years  before  the  founding  at  Boston  in  1878  of  the  first  manual- 
training  school  on  the  mainland. 

This  school  served  well  in  the  early  days  in  educating  leaders 
among  the  Hawaiian  race,  producing  vdiat  was  most  needed  among 
them,  teachers,  preachers,  and  intelligent  agriculturists  and  home- 
makers.  It  also  served  as  a  feeder  for  Laliainaluna  Seminar}^  which 
was  then  a  higher  school  for  the  training  of  native  preachers  and 
missionaries.  From  the  first,  religious  instruction,  practical  farm- 
ing, and  the  mechanical  skills  of  the  time  were  dominating  elements 
of  the  curriculum,  but  instruction  in  the  common-school  branches  was 
10146°— 20 23 


348  A   SURVEY   01-    EDUCATION    IX    HAWAII. 

also  given.  It  has  always  been  predominantly  an  industrial  school. 
and  the  labor  of  the  pupils  themselves  has  been  a  large  factor  in 
building  up  the  plant,  developing  the  farm  and  maintaining  the  sub- 
sistence department.  There  has  been  a  steady  development  of  shop- 
work  until  now  the  school  approaches  the  trade  school  type. 

The  enrollment  rapidly  grew  from  8  boys  at  the  opening  to  75 
and  has  stood  between  that  and  a  hundred  ever  since.  Originally 
entirely  Hawaiian,  the  enrollment  has  gracluallv  cliajiged  so  that 
now  more  than  half  the  students  are  of  oriental  parentage,  the 
Japanese  being  the  most  numerous,  and  the  remainder  nearly  all  part- 
Hawaiian,  Hawaiian,  and  Portuguese.  In  1918-19  the  geographical 
distribution  of  the  83  students  was  as  follows:  Havvaii  outside  of 
Hilo,  58;  Hilo,  19:  Honolulu,  4:  Kauai,  1;  Philipphie  Islands,  1, 
The  school  is  thus  seen  to  he  serving  mainly  the  large  island  of 
Hawaii,  leaving  the  other  islands  to  Lahainaluna  and  Kamehameha, 
the  other  two  important  industrial  boarding  schools  for  boys. 

THE  WORK  OF  THE  SCHOOL. 

The  curriculum  as  set  forth  in  the  1918-19  catalogue  is  very  well 
worked  out,  and  if  taught  thoroughly  and  in  the  spirit  in  which  it 
is  conceived  should  produce  ver^^  good  results.  There  is  a  consistent 
attempt  to  build  up  the  academic  work  in  close  connection  with  the 
industrial,  making  the  intellectual  problems  grow  out  of  the  occupa- 
tions of  the  farm,  the  shops,  the  kitchen,  and  the  dairy.  This  is 
decidedly  in  the  right  direction  and  is  to  be  commended.  There  is 
a  ''  preparatory "  class  for  older  boys  v/ho  do  not  knovr  English, 
which  covers  the  work  of  the  first  three  grades  in  a  year.  The  smaller 
bo3^s  coming  from  English-speaking  families  make  their  home  at  the 
school,  but  attend  the  neighboring  public  elementary  school  in  Hilo 
for  the  first  two  grades. 

The  regular  curriculum  begins  with  the  third  grade  and  ends  with 
the  eighth.  The  academic  studies  are  arithmetic,  English,  language, 
anvd  reading,  biography  and  history,  Bible  stndy,  geography,  the 
elementary  physics  of  the  farm  and  shop,  civics  and  economics, 
hygiene,  agriculture,  and  music.  The  work  includes  carpentrj^ 
joinery,  cabinetmaking,  v/ood  turning,  and  polishing.  A  prominent 
feature  of  the  shopwork  is  the  manufacture  of  novelties  from  the 
native  Hawaiian  woods  for  the  tourist  market.  Blacksmithing, 
printing,  painting,  concrete  construction,  road  building,  and  auto- 
mobile repairing  are  also  taught.  One  of  the  best  features  of  the 
manual  training  work  is  the  home  crafts  or  "handy  man"  course,  in 
which  the  boys  are  taught  in  rotation  to  do  all  sorts  of  handy  home 
construction  and  repair  jobs,  such  as  repairing  shoes,  saddles  and 


THE   PRIVATE    SCHOOLS    OE    HAWAII.  349 

liarness,  house  cleaning  and  cooking,  mending  clothes,  simple  elec- 
trical repairing  and  wiring,  pipe  fitting,  setting  window  glass,  care 
of  horses,  yehicles  and  farm  implements,  soldering,  soap  making, 
butchering  and  meat  cutting,  caning  cluiirs,  and  making  knots  and 
splices. 

The  learning  of  these  things  is  of  great  value  from  the  practical 
standpoint  alone,  hut  their  intellectual  value  in  giving  a  first-hand 
Imowledge  of  the  materials,  tools,  and  processes  underlying  all  our 
liome  and  industrial  life  can  scarcely  be  overestimated-  It  furnishes 
a  concrete  basis  of  wide  experience  out  of  which  ideas  may  arise  in 
the  processes  of  thinking  out  intellectwai  problems  of  all  sorts,  and 
it  also  helps  the  boys  in  choosing  the  kind  of  shopwork  on  which  to 
si>ecialize.  What  a  boon  it  would  be  to  ev^ry  modem  city  boy  if 
he  could  have  such  experience  ^s  this,  which  his  great-grandfather 
got  on  the  fa  I'm,  but  which  he  is  denies;]  by  th^  complex  living  con- 
ditions of  to-day^ !  Besides  the  shopwork  a  rather  comprehensive 
course  in  elementary  meehaiiicai  drawing  is  offered. 

It  vrould  be  well,  indeed,  for  the  public-school  authorities  to 
carefully  examane  these  coui^ses  with  a  view  to  introducing  similar 
instruction  into  tiie  public  scImboIs.    (See  CIl  I.) 

Like  Kameliameha,  this  school  is  conducted  largely  on  a  military 
basis,  military  drill,  instruction,  and  daily  routine  Ijeing  made  regu- 
lar features  of  the  boys'  life  in  the  sc1k>o1.  As  in  the  Honolulu 
Military  Academy.  Kameliameha,  and  in  less  degree  in  Punaliou. 
where  it  is  rather  more  incidental,  this  military  regimen  proves  to 
be  of  great  assistance  in  the  formation  of  right  habits  and  ideals. 
It  is  a  most  important  aid  in  maintaining  good  discipline  and 
morale,  and  instilling  loyahy^  to  the  school  and  the  Xation. 

AtMetics  is  encouraged,  and  physical  training  is  carried  on  under 
the  direction  of  an  instructor. 

The  extent  of  the  training  and  experience  of  the  teachers  in  this 
school  is  shown  in  the  comparative  tables  in  the  first  section  of  this 
chapter.  In  general,  the  teachers  have  not  been  so  fortunate  in  the 
amount  of  training  that  they  have  rec^eived  as  is  desira'ole.  If 
]x>ssible,  higher  salaries  should  be  paid  in  order  that  teachers  might 
have  means  to  supplement  their  previous  education  by  further  study. 
The  principal  has  set  a  very  Avortliy  example  by  his  enterprise  in 
going  to  the  mainland  and  taking  special  courses  in  automechanics, 
repairing,  and  other  craft  work  in  order  that  he  may  teach  these 
subjects  in  the  school.  Other  teachers  should  be  encouraged  to  do 
likewise.  It  would  l^e  a  great  advantage  to  th.e  school  if  some  of 
its  friends  who  haxe  ample  means  and  philanthropic  ideals  would 
set  aside  a  sum  to  be  used  by  it  in  aiding  teachers  by  paid  leaves  of 
absence  to  be  used  in  this  way. 


350  A   SURVEY    OF    EDUCATION    IN    HAWAII. 

]^UILDINGS  AND  EQUIPMENT. 

The  school  possesses  44J  acres  of  cultivated  ground  and  campus 
and  about  25  acres  of  pasturage.  It  also  owns  water  rights  which 
are  the  means  of  contributing  substantially  to  its  revenues. 

The  main  building  contains  seven  classrooms,  offices,  library,  and 
study  or  assembl}^  hall  on  the  first  floor;  dormitories  on  the  second 
floor;  and  dining  hall,  kitchen,  and  agricultural  laboratory  in  the 
basement  or  ground  stoi-y.  There  are  also  an  additional  dormitory 
building,  a  gymnasium  with  a  floor  TO  by  100  feet,  a  shop  building, 
principal's  house,  and  three  teachers'  cottages. 

The  carpenter  shop  has  benches  and  tools  for  10  pupils  to  work 
at  one  time  and  a  fair  outfit  of  power  tools,  which,  however,  are  in 
rather  poor  condition  from  long  and  continuous  use.  The  black- 
smith shop  is  well  equipped  for  classes  of  10  at  a  time.  The  other 
shops  are  more  or  less  improvised  and  poorly  equipped,  but  hj  dint 
of  patience  and  industry  are  made  to  answer  their  purpose  fairly 
Avell.  Besides  the  school  and  shop  buildings,  there  are  the  dairy 
and  poi  factory,  the  cow  sheds  and  horse  barn,  a  stone  crusher,  and 
the  necessary  stock  and  farm  implements. 

The  scliool  classrooms  are  all  lighted  from  the  left,  and  the  light 
is  fair,  though  the  windows  have  the  fault  so  common  in  the  Terri- 
tory of  being  too  short.  The  auditorium,  which  is  used  for  a  general 
study  room,  is  very  badly  lighted.  So  are  the  shops,  and  also  the 
dining  room. 

The  horse  barn  and  cow  sheds  are  in  a  bad  state  of  repair,  and  the 
barnyard  and  grounds  about  the  buildings  are  not  kept  so  clean  and 
as  sanitary  as  they  should  be.  Surely  in  a  school  of  this  character  no 
more  valuable  contribution  can  be  made  than  to  develop  among  the 
pupils  standards  of  order,  neatness,  and  cleanliness.  The  care  and 
attention  to  tliese  matters  observed  in  the  classrooms  and  the  dormi- 
tories have  not  been  projected,  as  they  should  be.  to  the  outbuildings 
and  the  grounds  adjacent. 

The  school  equipment,  like  that  elsewhere  in  the  islands,  is  far  below 
the  minimum  of  efficiency.  There  is  very  little  in  the  way  of  modern 
apparatus  for  tlie  teaching  of  elementary  science  and  agriculture; 
and  there  are  scarcely  any  good  maps.  The  school  has  a  good  Thomp- 
son reflectoscope,  and  a  carefully  classified  and  neatly  filed  collec- 
tion of  pictures,  gathered  from  all  sorts  of  sources  and  including  a 
great  variety  of  subjects.  This  collection  of  pictures  is  constantly 
growing,  and  is  a  valuable  adjunct  to  the  teaching  of  geography, 
history,  literature,  and  composition. 

The  library  contains  several  thousand  volumes,  but  many  of  them 
are  entireh'  out  of  date  and  worse  than  useless  in  a  school  of  this 
character.    3Iany  such  books  are  given  to  schools  by  well-intentioned 


THE   PRIVATE    SCHOOLS    OF    HAWAH.  351 

people  who  have  not  taken  the  trouble  to  think  what  kind  of  books 
are  suitable.  Certainly  no  school  can  use  books  that  no  one  else 
knoAYS  what  to  do  with.  They  only  take  up  space  whicli  ought  to  be 
occupied  by  books  of  interest  and  present  Aalue — books  that  would 
help  young-  people  in  getting  true  and  up-to-date  information  about 
the  sciences,  arts,  industry,  and  culture  of  to-dav. 

REC03I 3IEXDATI0NS. 

The  commission  recommends  the  following  changes,  which  are 
urgently  needed : 

1.  A  stenographer-clerk  should  be  emploj-ed  as  assistant  to  the 
principal  and  vice  princij^al.  She  should  be  competent  also  to  act  as 
recorder  and  alumni  secretar3\ 

2.  The  library  should  be  carefully  gone  over,  and  tlie  useless,  worn 
out,  or  badl}^  printed  books  should  be  disposed  of.  Modern  books  of  a 
rather  simple  and  elementary  character,  but  written  by  scliolars  and 
authorities,  are  needed,  especially  books  of  biograpliy  and  history, 
elementary  science,  geography  and  travel,  mechanics,  agriculture, 
and  vocational  information. 

3.  Either  a  new^  and  properl}^  planned  and  furnished  study  room 
should  be  added  to  the  school  plant,  or  the  present  auditorium  should 
be  remodeled  and  refurnished  as  follows :  Eeplace  the  short  windows 
that  are  now  in  the  front  or  west  wall  by  two  banks  of  long  mul- 
lioned  windows,  equal  in  area  to  one-fifth  of  the  floor  space,  and 
reaching  from  the  ceiling  to  within  4  feet  of  the  floor.  Kemove 
the  stage  and  also  the  antiquated  double  desks.  Replace  the  desks 
by  tables  0  feet  long  and  2  feet  wide,  with  two  folding  camp  chairs 
for  each  table,  or  by  desk-chairs  of  the  Moulthrop  type.  Chair  legs 
slioidd  all  be  rubber  tipped.  Chairs  should  face  the  north  so  as  to  get 
the  vs'est  light  from  the  left.  Shorten  all  the  east  windows  and  build 
in  bookcases  beneath  them.  Transfer  all  the  reference  books  from 
tlie  library  to  these  shelves.  Place  a  long  reading  tal)le  with  shaded 
drop-lights  alongside  cases.  Equip  all  windoAvs  Avith  buff,  semitrans- 
parent  adjustable  shades  of  the  Draper  type.  Fit  up  a  removable 
stage  to  replace  the  present  fixed  stage  for  entertainments.  This, 
Avhen  set  up,  should  be  placed  at  the  north  end  of  the  room.  Provide 
this  room  Avith  semi-indirect  electric-light  fixtures  of  sufficient  power 
and  proper  distribution  to  give  ample  light  for  eA'ening  study  or 
reading,  and  paint  the  ceiling  a  light  cream,  color  to  facilitate  dif- 
fusion of  light. 

4.  Provide  for  more  da3dight  in  the  dining  room  by  use  of  prism 
glass  lights  to  be  inserted  above  the  present  AvindoAvs. 

5.  The  shops  should  be  remodeled  to  provide  better  lighting.  The 
present  lighting  is  pitifully  po.or.     In  order  to  remecl}^  this  condi- 


^52  A   SUKVEY    OF   EDUCATIOX   IX    HAV,'AII. 

tion  it  atUI  be  necessary  to  remove  the  adjoimii<:-  sheds  and  lean-to 
shops,  especially  the  stone  crusher,  and  rebuild  them  elsewhere.  Ee- 
niove  trees  and  shrubbery  that  are  too  close  to  windows.  Add  more 
windows,  making  the  outside  walls  |:>ractically  all  glass,  like  a 
modern  shop  building.  All  windows  should  reach  to  the  ceiling. 
The  stone  crusher  could  be  installed  along  with  the  feed  cutter, 
and  use  the  same  motor, 

6.  Rebuild  or  improve  the  cow  sheds,  providing  concrete  floors 
and  proper  drainage.  Clean  up  and  drain  barnyard  and  provide 
concrete  floor,  at  least  near  the  sheds  and  barn. 

7.  Keep  records  of  feed  consumed  and  milk  produced  by  dairy 
cows,  and  build  up  the  herd  by  selection  to  the  highest  possilde  state 
of  efficiency. 

8.  Xegotiate  with  the  board  of  education,  and  if  possible  work  out 
a  plan  for  cooperation  between  this  school  and  the  Hilo  High  School 
wliereby  a  machine  shop  may  be  installed  at  Hilo  boarding  school,  to 
which  day  and  part-time  scholars  may  be  admitted.  Offer  thorough 
intensive  trade  courses  in  machine  shop  work  and  mechanical  draw- 
ing for  pupils  of  all  ages  who  are  mature  enough  to  profit  by  them. 
If  possible  include  night  courses  for  young  men  who  are  at  vrork 
(hiring  the  day. 

9.  Provide  more  and  better  apparatus  for  the  teaching  of  science 
and  agriculture.  Much  of  what  is  most  needed  could  be  ijroducecl 
as  projects  in  the  shops,  but  some  of  it  would  have  to  be  purchase'd. 

10.  Provide  one  set  each  of  physical  maps,  blackboard  outline  maps, 
and  historical  maps  of  standard  authorship. 

7.  KAMEHAMEHA  SCHOOLS. 

These  schools  were  founded  and  are  maintained  under  the  provi- 
sions of  the  vrill  of  Bernice  Poualii  Bishop,  an  enlightened  and  be- 
loved princess  of  the  Hawaiian  race,  who  was  the  last  of  the  royal  line 
of  Kamehameha,  and  who  died  October  IG,  1884.  The  will  provided 
for  a  board  of  trustees  appointed  for  life,  vacancies  in  the  board  to 
be  filled  by  the  court  of  jurisdiction  in  the  Territory,  to  whom,  after 
liaving  made  a  few  personal  bequests,  the  testatrix  bequeathed  all 
her  estate,  real  and  personal,  for  the  erection  and  maintenance  of 
two  schools  each  for  boarding  and  day  scholars,  one  for  boys  and 
one  for  girls,  to  be  known  as  the  Kamehameha  Schools. 

The  trustees  are  "  to  provide  first  and  chiefly  a  good  education 
in  the  common  English  branches,  and  also  instiaiction  in  morals  and 
in  such  useful  knowledge  as  may  tend  to  make  good  and  industrious 
men  and  women,^'  and  instruction  in  the  higher  branches  is  'Ho  be  sub- 
sidiar}^  to  the  foregoing  objects.''  The  board  of  trustees,  of  whom 
the  Hon.  Charles  E.  Bisliop,  husband  of  the  testatrix,  was  one,  issued 


THE    PRIVATE    SCHOOLS   OF    HAWAII.  353 

the  first  prospectus  of  the  school  under  date  of  December  23.  1885. 
This  prospectus  sets  forth  the  phms  at  some  length,  and  amon^ij 
othei'  things  it  sa^^s  of  the  schools : 

While  they  will  be  conducted  with  special  reference  to  advantages  to  l)e 
lilioitled  to  Hawaiian?!  by  preference,  as  the  will  requires,  they  will  not  l>e 
exclusively  Hawaiian.  Hilo  and  LahuinaUma.  ^Makawao,  and  Kawaiahao  may 
well  he  devoted  to  such  special  work ;  but  the  noble-minded  Hawaiian  chief t ess 
who  endowed  the  Kamehameha  schools  put  no  limitations  of  race  or  condition 
on  her  jieneral  bequest.  Instruction  will  be  given  osily  in  the  English  languagt', 
but  the  schools  will  be  open  to  all  nationalities.  Hawaiians  must  compete  Mitli 
other  nationalities  in  the  struggle  for  national  existence.  It  is  wise  to  recognizt^ 
this  beneficent  but  inexoriible  law  of  competition  in  human  society,  a  funda- 
mental law  in  all  physical  life.  It  is  hoped  to  help  the  young  Hawaiian  hold 
his  own  from  the  first  In  this  honorable  rivalry,  so  that  he  can  work  out  his 
own  future  under  conditions  most  favorable  for  his  success.  To  this  end  some 
industrial  training  is  for  the  majority  more  essential  than  any  high  degree 
of  literary  qualifications.  The  course  of  study  will  require  several  hours  of 
manual  labor  every  day.  the  controlling  purix)se  of  the  school  being  to  fit  the 
boys  to  take  hold  intelligently  and  hopefully  of  the  work  of  life. 

The  students  are  almost  exclusiveiy  Hawaiians  and  Part-Hawaiians. 
The  distribution  of  the  pupils  in  the  various  grades  of  the  three 
schools  is  shown  in  a  preceding  table.  The  most  striking  thing  about 
the  enrollment  figures  is  the  small  number  of  pupils  in  each  grade. 
The  number  in  each  of  the  five  grades  of  the  boys'  preparatory  might 
be  doubled  without  materially  increasing  the  cost  of  teaching  and 
overhead  service,  and  with  very  good  effect  on  the  enthusiasm  of 
the  group  work.  The  same  is  true  of  grades  5.  6,  and  9  of  the  girls' 
school.  The  nimibers  in  the  boys'  school  are  nearer  to  the  norm. 
However,  the  three  upper  grades  are  split  up  into  specialized  voca- 
tional classes,  each  with  a  very  small  number  of  pupils.  Hence  in 
this  department  also  there  might  be  a  very  considerable  increase 
in  the  extent  of  service  rendered  without  a  proportional  increase  in 
the  expense  of  teaching  and  overhead,  if  the  nimiber  of  pupils  were 
doubled.  The  small  classes  liere  are  in  the  vocational  work,  not  the 
academic. 

THE   XAXri^E  OF  THE  WORK  OFFERED. 

The  curriculum  in  the  boys'  school,  grades  5  and  6,  provides  for 
manual  training,  but  otherv^ise  it  is  rather  narrowly  conventional 
and  academic.  In  grades  T,  8,  and  9  the  boy's  time  is  about  equally 
divided  between  conventional  academJc  vrork  and  shop  work  that  is 
intended  directly  to  fit  him  for  a  trade.  The  shop  worlv  consists 
of  the  various  phases  of  carpentry,  joinery,  and  cabinetmaking,  gen- 
eral blacksrnithing.  including  horseshoeing  and  wheelwrighting,  ma- 
chine shopwork,  electric  wiring  and  repair  work,  plumbing,  paint 
inii",  and  ae:riciiltui"e. 


354  A  SURVEY   or   education   in   HAWAII. 

In  a  school  whose  aim  is  frankly  vocational  one  v\'ould  expect  to 
find  that  the  classroom  work  in  the  academic  subjects  was  kept  in 
very  close  touch  witli  the  work  of  the  dairy,  tlie  garden,  and  espe- 
cially the  shops;  and  that  the  problems  of  English,  arithmetic,  and 
science  used  in  the  classrooms  as  a  means  of  introducing  the  princi- 
ples of  these  studies  should  be  largely  those  that  gro^v  out  of  the 
shop  and  other  industrial  activities  in  which  the  boys  are  daily 
engaged.  On  examining  the  curriculimi,  we  hnd  some  suggestions 
as  to  doing  this,  but  they  have  not  been  worked  out  in  detail,  and 
illustrative  examples  are  not  given ;  so  that  the  curriculum  in  its 
present  form  does  not  go  far  in  helping  the  teachers  to  find  and  use 
such  problems. 

Observation  of  the  work  in  the  classroom  reveals  that  it  is  quite 
generally  of  a  formal  nature,  thougli  well  done  for  formal  work. 
The  teaching  of  spoken  and  written  English  is  being  very  well 
done  in  all  three  schools.  Judging  by  the  English  which  passes  cur- 
rent in  the  classrooms  it  is  quite  successful,  (rood  topical  recitations 
are  very  general  in  both  the  boys'  and  girls'  scliools,  especially  the 
latter,  but  very  little  of  the  teaching  vras  found  to  be  of  the  types 
that  are  especially  effective  in  developing  thinking  power  through 
practice  in  working  projects  and  problems  and  discussing  proble- 
matic questions. 

In  the  girls'  school,  for  example,  vre  should  expect  to  find  in  the 
arithmetic  classes  many  problems  involving  costs  and  proportions  of 
supplies  purchased  and  used  for  tlie  tables,  of  materials  for  dresses, 
hats,  underclothes,  room  furnishings  and  decorations  and  the  like; 
but  we  did  not  find  them.  There  were,  however,  some  suggestions  as 
to  the  use  of  that  sort  of  thing  in  the  curi  iculum  for  the  girls'  school. 
Budgets  and  household  accounts  do  appear  as  items  in  the  household 
arts  course ;  but  the  general  type  of  procedure  in  the  classrooms  leads 
to  the  inference  that  these  subjects  are  probably  treated  in  a  formal 
and  conventional  way,  rather  than  as  real  projects  or  live  problems 
of  immediate  application  to  personal  interests  and  immediate  needs. 

Flower  and  vegetable  gardening,  chicken,  pigeon,  and  rabbit  rais- 
ing and  even  pig  raising,  might  be  practically  taught  to  these  girls 
so  as  to  be  made  centers  of  interest  and  motivation  for  more  intensive 
study,  as  v\^ejl  as  means  of  preparation  for  successful  and  economical 
types  of  living  for  prospective  housewives.  These  things  also  would 
be  just  as  practical  for  the  girls  who  are  preparing  to  take  a  normal 
school  course  and  fit  themselves  for  teaching  in  the  rural  and  suburban 
public  scliools.  As  community  leaders  they  also  would  need  such 
knowledge  and  experience.  The  small  boys  in  the  boys'  preparatory 
department  are  taught  gardening,  and  each  has  his  own  garden  to 
culti\'ate :  but  in  this  school  no  attem[)t  whatever  is  made  to  use  in  the 


THE   PRIVATE    SCHOOLS   OF    HAWAH.  355 

classrooms  problems  and  projects  arisin<j:  out  of  tlie  «xar(lenin^  or 
manual  training  work. 

VOCATIOXAI.   AND   CLAS8R003[    AVORK    I  XKELATI.l). 

For  schools  that  are  frankly  vocational,  as  these  schools  are,  and 
ought  to  be,  and  that  have  ample  means  with  which  to  employ  such 
teachers  as  are  needed  to  do  the  work  according  to  the  best  modern 
practice,  this  lack  of  coherence  nnd  correlation  between  the  vocational 
occupations  and  the  schoolroom  studies  is  a  condition  which  ought 
not  to  exist.  It  requires  an  explanation  and  the  application  of  what- 
ever remedial  measures  m^ay  be  necessary  to  bring  about  a  marked 
change.     There  are  three  possible  causes  for  this  condition  : 

1.  The  classroom  teachers  may  be  exclusively  such  as  have  received 
academic  training  only.  They  may  not  have  learned  that  such  cor- 
relation is  necessary  in  successful  vocational  education,  or  knowing  it 
to  be  necessary  they  may  not  know  how  to  do  it. 

2.  They  may  not  be  getting  direct,  active  leadership  and  construc- 
tive supervision  in  this  new  kind  of  education. 

3.  Thej^  ma}^  understand  the  principle  of  the  problem  method  in 
a  general  way,  and  accept  it  as  academicall}^  true,  but  lind  following 
the  oid  and  customar^^  habits  and  routines  of  teaching  so  much  easier 
that  they  are  not  hospitably  inclined  toward  methods  that  are  new  or 
different,  and  are  not  interested  in  trying  them  out. 

Our  observations  lead  us  to  conclude  that  each  of  these  causes  in 
some  degree  lies  back  of  the  failure  to  make  vital  connection  between 
the  class  work  and  the  industrial  Avork. 

In  order  to  improve  this  condition,  the  administration  will  have 
to  require  the  principals  and  teachers  to  study  the  problems  and 
methods  of  vocational  education,  keep  up  with  the  development  of 
theory  and  practice  in  it.  and  to  make  such  study,  individually 
and  in  round-table  discussions,  a  ver}'  important  part  of  their 
business. 

As  a  result  of  these  studies  and  discussions  the  curricula  of  the 
three  schools  should  be  developing  progressively  toward  consistent 
statement  in  terms  of  the  problem  method.  The  curricula  themselves 
should  be  concise  and  comparatively  brief  outlines,  but  an  ex- 
planatory handbook  should  be  worked  out  to  accompany  each  of 
the  sequences  of  courses,  telling  with  specific  examples  and  illus- 
trations how  the  different  fundamental  principles  are  to  be  taught 
through  practice  in  v/orking  out  problems  and  projects.  For  the 
teacher  the  aim  is  to  teach  general  principles  through  problems  and 
projects  and  to  form  habits,  inculcate  ideals,  develop  thinking  ability, 
and  impart  information  by  means  of  them;  but  the  teacher  must 
remember  that  if  the  pupil  is  to  work  in  the  most  successful  way 


dDO  A   SLEYEY   OF   EDUCATIOX    IX    HAWAII, 

lie  must  become  possessed  of  a  strong  and  im[)elliixa'  motive:  and  that 
such  a  motive  most  often  arises  out  of  the  desire  to  carry  out  a 
l^roject  or  solve  a  problem  that  appeals  to  him  as  being  worth 
while  for  its  own  sake.  To  the  pupil  therefore  the  completion  of 
the  project  or  the  solution  of  the  problem  is  the  immediate  aim. 
and  the  values  of  the  more  permanently  important  things  that  tlie 
teacher  has  in  mind  are  so  little  comprehended  and  so  inadequately 
appreciated  because  of  his  J'outh  and  inexperience  that  they  are 
incidentaL  The  teacher  then  must  plan  projects  that  will  make 
an  appeal,  and  that  at  the  same  time  involve  opportunities  for  the 
practice  that  is  necessary  to  the  pupils  for  acquiring  the  habits, 
skills,  ideals,  thinking  ability,  and  information  that  are  part  and 
parcel  of  *"  a  good  industrious  citizen  "  and  competent  skilled  worker. 

It  seems  to  the  members  of  the  survey  commission  that  there  is 
too  distinct  a  line  of  demarcation  between  the  academic  and  the 
vocational  work,  and  between  the  two  types  of  teachers  who  are 
giving  the  academic  and  the  vocational  instruction.  The  vocational 
teachers  understand  their  special  work,  and  apparently  are  giving 
good  instruction  in  their  trade  processes  and  skills:  but  they  ought 
to  know  more  about  the  types  of  academic  work  that  are  appli- 
cable to  the  kinds  of  pupils  they  are  training:  and  they  ought  to 
suggest  projects  and  problems,  from  their  trade  and  shop  tools, 
materials,  and  processes,  that  vriil  be  useful  to  the  academic  teachers 
in  training  the  pupils  for  general  intelligence.  On  the  other  hand 
the  academic  teachers  are  good  teachers  of  the  conventional  elemen- 
tary grade  sort,  but  several  of  them  are  badly  beset  by  the  technical 
faults  that  are  common  among  teachers:  and  most  of  them  are  defi- 
cient in  A'ocational  insight,  and  in  knowledge  of  the  best  things  that 
are  going  on  elsewhere,  and  even  in  their  own  school,  in  vcycational 
education.  Hence  they  are  not  resourceful  in  hooldng  up  the  aca- 
demic work  with  the  vocational  in  such  a  manner  as  we  liave  in- 
dicated. 

In  order  to  luring  about  this  desirable  change  there  should  be 
brought  into  the  schools  some  teachers  who  are  trained  in  vocational 
education  on  the  theoretical  as  well  as  the  practical  side.  There 
should  at  least  be  one  such  person  in  the  boys'  schools  and  one  in 
the  girls'  school.  Such  teachers  would  be  very  useful  on  their  own 
account,  because  of  their  knowledge  of  both  vocational  and  general 
culture  studies:  hut  they  are  particularly  needed  to  assist  in  bring- 
ing about  through  individual  conference  and  round-table  discus- 
sions a  better  knowledge  of  the  nature  and  functions  of  the  basic 
cultural  studies  on  the  part  of  the  vocational  teachers,  and  a  better 
knowledge  of  the  vocational  work  and  a  broader  and  deeper  insight 
into  the  social  and  educational  functions  of  the  vocational  studies 
on  the  part  of  the  academic  teachers. 


THE   PRIVATE   SCHOOLS   07    HAW  AH.  357 

With  tlie  development  of  more  effective  supervision  it  seems  prob- 
able that  the  teachers  now  connected  with  the  school  can  modify 
their  methods,  and  make  them  more  trul}^  effective  for  the  kind  of 
vocational  education  that  the  school  is  aiming  to  give;  but  if  after 
fair  trial  some  of  them  should  not  prove  able  to  do  so,  it  would  be 
well  to  assist  them  in  securing  positions  in  schools  wdiere  the  work 
is  more  academic  in  aim.  In  view  of  the  teacher  famine  that  is 
dcstiiied  to  prevail  it  should  be  easy  for  them  to  secui-e  such  positions. 

ORGANIZATION,   ADMINISTRATION,   xVND   COKT. 

Kamehameha  schools  have  an  elaborate  system  of  administration, 
consisting  of  the  president,  a  chaplain  (part  time),  a  i)rincipal  for 
each  of  the  three  schools,  six  office  secretaries,  an  alumni  secretary, 
an  accountant  and  purchasing  agent,  a  bookkeeper,  a  storekeeper, 
three  matrons,  five  assitaiit  matrons,  a  physician,  a  dentist,  and  three 
nurses.  The  relationships  of  these  officials  are  in  accordance  with 
V ell-escablished  principles  of  administration;  and  the  organization, 
apparently^  works  smoothly  and  harmoniously^  Were  the  schools 
not  spending  less  than  their  income,  the  question  would  probably 
ari.-e  as  to  whether,  for  only  338  students,  it  were  necessary  to  have 
three  principals,  five  principals'  secretaries,  and  three  nurses.  If  the 
school  were  supported  by  public  taxation,  pressure  would  certainkv 
be  brought  either  for  a  little  more  centralization  and  economy  in 
the  overhead  activities,  or  for  assigning  more  pupils  to  the  care  of 
the  officials  in  charge. 

The  table  which  follows  shows  the  administration  and  super- 
vision  costs  per  pupil  in  each  of  the  three  schools.  The  cost  per 
pupil  for  general  administration  is  computed  by  finding  the  sum 
of  the  salaries  of  the  president,  graduate  secretary',  president's  secre- 
tar}',  purchasing  agent,  chaplain,  and  storekeeper  and  dividing  it 
hy  338,  the  total  enrollment  of  these  schools  (i.  e.,  $13,150—338= 
b'38.90).  The  cost  per  pupil  for  salaries  and  expenses  of  principal 
is  computed  for  each  school  by  summing  the  amount  paid  the  prin- 
cipal and  clerical  asistants  and  dividing  by  the  enrollment  of  that 
school. 

These  costs,  then,  include  only  salaries  of  administrative  person- 
nel and  do  not  take  account  of  stationery,  supplies,  and  other  serv- 
ice. Also,  in  the  absence  of  definite  information  as  to  how  much 
of  the  time  of  these  officers  is  given  to  the  educational  departments 
and  how  much  to  the  boarding  departments  and  general  business  of 
the  school  plant,  it  is  arbitrarily  assumed  that  half  their  time  is 
given  to  each,  so  in  computing  for  this  table  the  costs  for  adminis- 
tration and  supervision  of  school  work  one-half  the  total  of  sucli 
cost  is  taken  in  each  case. 


3'58  A  SURVEY   OF   EDUCATIOX  IN   HAWAII. 

Co.^ts  of  adiiiiiiistratlou,  yuiicrri'iion,  and  instruction.  Kamchanicha  SvhooJ. 


Salaries  of  teacher? 

Salaries,  general  administ ration,  $13,1 50.. 

Salaries  of  principals  and  clerical  assistant 

Enrollment. 

One-half  cost  per  pupil  for  principal  and  clerical  assistants , 

One-half  cost  per  pupil  for  general  administration , 

Total  cost  per  pupil,  school  administration  and  supervision.. . 

Cost  per  pupil  for  instruction 

Total  per  pupil,,  administration,  supervision  and  instruction 

Ratio  cost  of  administralion  and  supervision  to  cost  of  instruction. 


Boys' 
school. 


$24,270 


Boys' pre- 
paratory. 


SS,580 


S4,500 

151 

SI  4. 90 

S19.4.5 

$34. 35 

8160.07 

$194. 42 


S4,890 

75 

$32.60 

$19. 45 

$52.05 

$170.40 

1222. 45 


1  :4. 


1  :3.27 


Girls' 
school. 


$15,960 


$5,310 

112 

$32.70 

$19.45 

$43. 15 
$142. 50 
$185.  04 


1  :  3. 30 


Three  interesting  facts  are  shown  by  this  table : 

1.  The  costs  of  supervision  and  instruction  in  all  three  depart- 
ments of  the  school  are  high  as  compared  with  the  public  schools. 
Thus,  in  18  cities  of  the  iTiited  States  with  populations  from  25,000 
to  750,000  the  average  expenditure  per  pupil  for  instruction  was 
$32.39  and  the  sum  of  the  averages  for  superintendence,  manage- 
ment, and  supervision  vras  $5.77:  total,  $38.16.^  Kaniehameha  costs 
average  pretty  nearly  the  same  as  at  Punahou,  where  the  per  capita 
cost  based  on  instruction  alone  is  reported  by  the  president  at  $115.85 
while  that  based  on  all  expenses  is  $210.46.  These  figures,  however, 
are  not  fully  comparable,  because  the  boarding  department  of  Puna- 
hou is  a  relatively  small  factor  in  its  demands  on  overhead  service, 
and  also  this  total  may  include  ail  operating  expenses,  such  as  light 
and  janitor  service.  Janitor  service  at  Kamehameha  is  done  by  the 
students  cooperatively,  and  involves  no  large  cash  outlay. 

2.  The  boys'  preparatory  department  costs  more  per  capita  than 
either  of  the  other  schools,  although  it  ought  to  be  the  cheapest.  The 
reason  is  to  be  found  in  the  small  number  of  pupils.  If  the  num- 
ber of  pupils  were  doubled  the  classes  Avould  still  not  be  too  large, 
and  the  per  capita  cost  would  be  cut  to  one-half.  That  is,  this  de- 
partment without  extra  expense  for  the  administration  and  instruc- 
tion might  be  taking  care  of  150  pupils  instead  of  75. 

3.  The  salaries  of  the  principals  in  the  three  schools  are  graded  in 
the  order,  but  not  in  the  ratio,  of  knowledge  needed  and  responsi- 
bility assumed.  The  amounts  spent  for  clerical  assistance  seem  to 
bear  no  relation  v\diatever  to  these  fundamental  factors.  In  the 
girls'  school  the  amount  is  more  than  double  the  corresponding  ex- 
penditure for  the  boys'  manual  sdiool ;  and  that  spent  for  the  same 
purpose  in  the  boys'  preparatory  department  is  a  little  less  than^ 
double.  If  two  secretaries  are  necessary  in  the  girls'  school,  and  two 
in  the  school  for  the  small  boys,  why  should  only  one  be  needed  in 
the  school  for  larger  boys?     And  why  should  as  much  clerical  as- 


^  From  data  given  in  the  Cleveland  (Ohio)   School  Survey. 


THE   PRR^ATE   SCHOOLS   OF   HAWAH.  359 

sistance  be  required  in  taking  care  of  75  small  boys  in  grades  1  to  5 
as  in  taking  care  of  112  girls  or  of  151  boys  in  grades  5  to  9  ? 

Possibilities  for  greater  efficiency  should  be  studied. 

The  facts  that  have  been  mentioned  with  regard  to  administration 
suggest  that  some  attention  should  be  given  to  a  study  of  the  possi- 
bilities for  greater  efficiency  in  this  field.  Since  the  school  is  not 
pressed  for  funds,  there  is  no  object  in  merely  saving  the  money. 
The  money  in  fact  is  intended  to  be  spent ;  but  every  effort  should 
be  made  to  have  it  go  as  far  as  possil)le  for  actual  results  in  edu- 
cation. 

One  thing  seems  certain.  The  teachers  and  a<lministrators  are 
receiving  salaries  that  are  m.ore  nearly  adjusted  to  the  value  of  their 
service  as  related  to  the  present  costs  of  living  than  are  those  in 
most  schools;  and  this  is  one  reason  for  the  relativelv  hio-h  costs. 
The  other  reason  is  the  small  enrollment  in  many  of  the  classes. 
There  should  be  no  reduction  in  salaries,  but  a  careful  stud}^  ought 
to  be  made  of  the  possibilities  of  increasing  the  size  of  the  school  or 
of  certain  classes,  and  also  of  the  possibilities  of  getting  more 
effective  supervision  and  educational  leadership  for  the  teachers 
from  those  who  are  responsible  for  this  function,  and  are  well  paid 
for  exercising  it. 

It  is  believed  that  the  principals  are  sincerely  desirous  of  giving 
just  such  service;  but  in  order  to  succeed  fully  in  their  attempts  they 
need  to  direct  their  educational  studies  aAvay  from  the  traditional 
classroom  methods  and  toward  a  first-hand  study  and  understanding 
of  the  vocational  work.  The  problem  in  Avhich  the  teachers  most 
need  guidance  is  that  of  how  to  correlate  the  classroom  Avork  with  the 
vocational  work  through  the  use  of  projects  and  problems  that  arise 
out  of  the  vocational  activities  or  are  suggested  by  them. 

BUILDINGS   AND   EQUTl^AIEXT. 

The  school  plant  when  first  erected  and  the  equipment  when  first 
installed  were  considered  modern  and  generous  according  to  the 
standard  of  the  time :  but  all  the  units  can  not  be  so  considered  now. 
The  main  building  of  the  girls'  school  is  a  bad  fire  risk.  It  is  hard 
to  see  how  the  dormitories  on  the  third  floor  can  be  regarded  as 
otherwise  than  dangerous.  Also  the  tower  room  on  the  fourth  floor, 
which  is  used  as  an  art  room,  is  connected  with  a  fire  escape  which 
leads  from  a  window  down  the  steep-sloping  roof  to  the  level  of  the 
eaves,  where  it  opens  on  the  platform  for  the  third-floor  escape.  Not 
only  would  it  look  fearsome  to  a  bevy  of  frightened  girls,  but  it  is 
also  difficult  to  reach,  since  it  starts  at  the  sill  of  a  high  window  to 
which  no  steps  are  provided.  In  the  States  where  there  are  adequate 
fire  laws  the  use  for  school  or  dormitory  purposes  of  rooms  above 


{^.t)li  A   SLEYEY    or   EDUCATION   IX    HAWAII. 

the  second  storj,  iii  wooden  or  iionfireproof  buildings,  would  not  be 
permitted.  In  the  islands  tlie  absence  of  heating  i")lants  in  the 
school  biuldings  somewhat  reduces  the  £re  hazards,  but  the  presence 
of  electric-light  wires,  as  is  TN-eli  Iviiown,  is  one  of  the  chief  sources 
of  fires. 

Aside  from  the  iii'e  risk  the  girls'  building  is  liomelike  and  the 
school  classrooms  are  well  designed  as  to  lighting  and  spacing.  The 
main  defect  lies  in  the  absence  of  suitable  laboratory  room>.  and 
ecjuipment.  There  is  almost  no  equipment  for  laboratory  or  demon- 
stration work  in  science.  The  equipment  of  maps  is  inadequate. 
While  there  are  a  few  good  maps,  there  ai-e  many  others  that  are 
either  very  poor  or  very  much  out  of  date.  As  to  maps,  the  same  is 
true  even  in  greater  degree  of  the  boys'  schools.  Physical  and  black- 
board outline  maps  are  especially  needed,  and  when  obtained  should 
be  more  often  used  than  are  the  maps  now  on  liancl. 

The  boys'  manual  school  lias  one  laboratory  which  is  pretty  well 
equipped  for  chemical  experimenting,  but  there  is  neither  sufficient 
floor  and  table  space,  nor  sufficient  equipment  for  physical  and  bio- 
logical experiments. 

In  the  development  of  the  islands  the  biological  and  physical  sci- 
ences and  geography  are  playing  such  a  large  part,  and  need  to  play 
so  much  larger  part  in  the  future,  that  no  reasonable  expenditure 
should  be  spared  for  facilities  in  teaching  them  concretely  and  with 
full  means  of  illustration. 

The  school  shops  are  fairly  well  equipped  with  tools  and  ma- 
chinerj^,  but  the  shops  themselves  are  far  from  being  well  designed, 
neither  do  they  admit  of  further  expansion.  Some  of  the  machines 
are  strictly  up  to  d.ate  and  motor  driven,  and  this  is  well ;  others  are 
old  and  not  in  tlie  very  best  of  condition.  It  is  believed  by  many 
excellent  vocational  teachers  that  it  is  not  well  to  have  an  equipment 
which  is  too  elaborate  und  ^xtensivei,  because  if  students  work  onh' 
with  such  equipment  tiiey  do  not  learn  to  adapt  themselves  to  con- 
ditions under  which  the  average  shop  is  conducted.  The  kind  of 
mechanic  for  whom  tliere  seems  to  be  the  gTeatest  present  and  pros- 
pective demand  in  the  islands  is  the  one  who  can  do  the  job  with  what- 
ever machiner}'  and  tools  are  available:  so  that  the  resourcefulness 
that  must  be  developed  by  overcoming  difficulties  with  modest  equip- 
ment is  a  real  asset.  However,  when  machines  become  so  old  as  to  be 
incapable  of  turning  out  good  work  even  with  care  and  ingenuity, 
they  should  be  I'ebuilt  in  the  shop  or  discarded. 

The  dairy  is  complete,  modern^  and  supplied  with  the  best  of 
c-attle,  but  at  the  present  site  there  can  not  be  grovv'n  sufficient  forage 
for  their  mainteniince.  A  fine  stock  of  pigs  is  being  raised  on  the 
oTounds,  but  the  spaces  available  for  them  to  run  in  are  not  adequate 
for  exemplifying  the  best  methods  of  stock  raising.    Rabbit  raismg 


THE  PEIVATE   SCHOOLS   OF   HAWAII.  361 

has  been  introduced  as  a  project  for  the  boys,  as  an  introductory 
type  of  training  for  the  greater  res]3onsibilities  of  a  pig-raising 
project.  The  agriculturist  reports  that  75  per  cent  of  the  boys 
undertaking  this  work  carry  it  through  satisfactorily,  while  25  per 
c€nt  of  them  fail  because  of  neglect  or  indolence.  He  seems  some- 
what discouraged  at  this  result,  but  we  believe  that  for  tlie  beginning 
of  the  enterprise  this  percentage  is  encouraging;  with  more  experi- 
ence in  handling  the  boj^s  on  this  project  it  is  probable  that  a  much 
larger  percentage  of  them  can  be  so  trained  and  motivated  as  to  stick 
to  the  work  and  make  a  success  of  it. 

The  libraries  in  the  three  schools  are  extensive  and  vvell  housed. 
The  main  library  in  Bishop  Hall,  the  principal  building  of  the  boys' 
manual  school,  contains  over  thxee  thousand  volumes  and  tlie  girls' 
library  over  a  thousand  more.  The  main  school  library  contains  a 
good  many  books  which  are  of  doubtful  value  for  the  school  and 
which  might  well  be  disposed  of :  but  there  are  many  recent  additions, 
and  the  usable  books  are  pretty  well  balanced  as  to  the  different  fields 
of  knowledge.  The  greatest  needs  are  for  more  recent  books  on 
biogTaph}^,  on  civics,  economics  and  social  prol^lems,  on  science,  on 
geography  and  travel,  and  above  all  for  some  of  the  recent  suggestive 
literature  on  the  processes,  requirements,  working  conditions,  oppor- 
tunities, and  rewards  of  the  various  vocations. 

Student  participation  in  government  is  developed  successfully  in 
these  schools  to  a  very  considerable  extent.  In  the  bo3^s'  schools  this 
is  closely  tied  up  v^ith  the  militan;  training,  which  seems  to  be 
tlioroughly  efficient  in  develop ing  individual  initiative,  school  loyalty, 
and  sense  of  responsibilit5^  Much  of  the  oversight  and  control  of  the 
boys  is  exercised  through  authority  delegated  to  student  officers,  who 
seem  to  carr3^  their  responsibilities  well.  Much  of  the  discipline  is 
administered  through  a  students'  council. 

In  all  three  schools,  the  manual  labor  required  in  connection  vvith 
the  maintenance  and  or^eration  of  the  school,  and  boarding  plants, 
and  the  regular  daily  program  of  fixed  duties  are  features  of  great 
^alue  to  the  students  in  the  formation  of  habits  of  promptness, 
obedience,  and  industry. 

PROBLEMS  FACED  BT  THE  SCHOOL. 

In  looking  toward  a  consistent  and  useful  educational  polic^^  for 
the  future  the  trustees  of  Kamehameha  have  before  them  a  puzzling 
problem  with  a  variety  of  conflicting  conditions,  the  most  significant 
of  which  are  enumerated  below. 

1.  Several  of  the  buildings  are  not  well  adapted  to  their  uses,  or 
are  in  such  a  state  of  deterioration  as  to  demand  constant  and  ex- 
pensive repairs,  so  that  the  rebuilding  and  remodeling  of  the  plant 
will  soon  become  imperative. 


362  A   SURVEY   OF   EDUCATION    IN    HAWAII. 

'2.  The  city  is  rapidly  groAving  up  around  the  property;  so  that  the 
very  desirable  seclusion  Iieretofore  enjoyed  by  the  girls'  school  will 
soon  be  a  thing  of  the  past.  From  a  suburban  school  formerly  well 
remo^•ed  from  the  immediate  and  incessant  distractions  and  tempta- 
tions of  a  rapidly  growing  city,  these  schools  are  fast  becoming  city 
schools.  On  this  account  tliey  are  losing  for  both  girls  and  boys 
many  of  the  advantages  that  are  peculiar  to  a  boarding  school  in  a 
suburban  or  open-country  location. 

3.  The  underlying  industries  of  the  islands  are  probably  destined 
to  be  mainly  agricultural  or  tributary  to  the  needs  of  agriculture. 
3Iany  who  have  given  much  thouglit  to  the  mission  and  purpose  of 
the  school  have  believed  that  training  in  the  science  and  art  of  agri- 
culture should  be  one  of  its  most  im.portant  types  of  work.  The 
study  of  tlie  situation  made  by  the  commission  leads  it  to  concur  with 
them  in  this  belief. 

4.  After  numerous,  well-considered,  and  persistent  attempts  to 
develop  the  present  groups  for  productive  agriculture  and  for  a  labo- 
ratory of  instruction  in  agricultural  metliods  it  seems  fairly  well 
proved  tliat  these  grounds  are  not  at  all  well  adapted  for  these 
purposes. 

5.  Certainly  for  the  present,  and  probably  for  a  long  time  to  come, 
the  culture  of  sugar  cane  and  pineapples  on  a  large  scale  will  be 
the  main  types  of  agriculture,  with  cattle,  pigs,  and  other  live  stock 
coming  forward  rather  rapidly  tovrard  a  position  of  importance 
among  the  products  of  tlie  Territory.  In  these  three  most  important 
industries  very  little  can  be  done  either  for  production  or  instruction 
at  the  present  site  of  the  school. 

6.  As  far  as  the  boys  are  concerned  the  school  is  having  the  effect 
of  gathering  them  up  from  all  over  the  islands  and  attracting  them 
toward  life  in  the  city.  According  to  President  Webster's  statistics 
about  75  per  cent  of  all  the  living  graduate^,  and  89  per  cent  of  the 
living  graduates  of  the  past  10  years,  now  reside  in  Honolulu. 

This  certainly  means  tliat  the  school  as  noAv  conducted  in  its  present 
location  is  training  its  students  into  the  ways  of  city  life.  It  is  doing 
very  little  to  educate  them  in  tastes  and  abilities  for  doing,  out  on  the 
land,  many  kinds  of  work  that  need  to  be  done  tliere  and  will  com- 
mand high  wages  but  which  can  be  done  only  by  fairly  intelligent  and 
technically  trained  workers. 

7.  The  capacities  of  the  three  schools  for  the  accommodation  of 
boarding  pupils  are,  respectively,  boys'  preparatory,  75 ;  girls'  school, 
112;  boys'  school.  150.  Each  is  filled  and  has  a  small  waiting  list; 
but  in  each  the  school  enrollment  could  be  doubled  with  very  few 
additions  to  the  number  of  schoolrooms  or  the  numiber  of  teachers. 


THE   PRIVATE    SCHOOLS    OF    HAWAH.  363 

THE    INCOME    C)F    THE    SCHOOL. 

8.  The  income  of  the  portion  of  the  Bishop  estate  which  has  been 
set  aside  for  the  school  has  been  growing  rapidly,  and  the  expenses 
liave  also  been  increasing,  ])ut  not  so  fast  as  the  income,  so  that  for 
several  years  a  surplus  has  been  accumulating.  The  amount  of  the 
surplus  is  reported  to  be  sufficient  for  the  rebuilding  and  remodelinj^ 
necessary  to  modernize  the  plant. 

9.  Since  the  income  is  greater  than  the  schools  can  now  use  to 
advantage — indeed,  the  enrollment  could  be  doubled  without  exceed- 
ing the  income — it  would  seem  that  every  effort  should  be  made  to 
expand  to  the  point  of  absorbing  the  annual  surplus,  reserving  only 
a  margin  for  emergencies.  The}^  would  thus  be  educating  a  larger 
number  of  youth  at  a  much  smaller  per  capita  cost  and  on  a  higher 
level  of  educational  efficiency. 

10.  In  the  first  prospectus  issued  by  the  trustees  it  was  announced^ 
as  a  part  of  the  educational  polic}",  that  the  Kamechamebia  school 
would  avoid  duplication  of  the  work  of  the  public  schools.  The  sur- 
ve}^  commission  believes  that  this  intention  to  aA'oid  duplication  and 
competition  for  pupils  is  fundamental,  and  should  be  a  controlling 
factor  in  shaping  the  educational  policies  of  the  trustees. 

AVe  are  convinced  that  the  private  schools,  and  especially  this  one, 
ought  not  to  be  doing  exactly  the  same  work  as  the  public  schools 
are  doing,  and  that  they  should  not  compete  with  the  public  schools 
for  students. 

On  tlie  other  hand,  they  may  very  wisely  undertake  to  do  many 
things  that  are  educationally  desirable,  but  which  the  public  schools 
can  not  do,  and  also  many  things  that  the  public  schools  ought  to  be 
doing  but  are  not  now  doing. 

11.  For  a  long  time  it  has  been  a  policy,  not  published  but  tacitly 
adhered  to,  not  to  admit  day  pupils  to  Kamehameha  school.  The 
managers  and  trustees  of  the  school  seemed  to  think  that  the  pres- 
ence of  day  scholars  would  disturb  the  organization  of  tlie  boarding 
school,  and  cause  it  to  lose  manj^  of  the  character-forming  features 
of  a  school  exclusively  for  boarding  pupils.  The  opinion  seems  to 
prevail  that  boarding  and  day  pupils  do  not  mix  well. 

On  the  other  hand,  it  may  be  urged  that  without  increasing  its 
l)oarding  accommodations  the  boys'  school  might  admit  enough  day 
scliolars  to  double  its  enrollment.  It  might  then  accommodate  150 
additional  boj^s  of  Honolulu  whose  parents  prefer  to  maintain  them 
in  their  homes,  but  want  them  to  secure  the  vocational  training  which 
this  school  offers,  and  no  part  of  which,  until  the  inception  of  the 
])ublic  trade  school  during  the  current  school  year,  has  been  offered 
by  the  public  schools. 
]014G°— 20 24 


364  A   SURVEY   OF   EDUCATION   IX   HAWAII. 

THE    SCHOOL    NOT    NECJ:SSARILY    LIMITED    TO    IIAWAIIAX    RACE. 

12.  In  Honolulu  it  is  generally  taken  for  granted  that  Kanie- 
liameha  schools  were  origmallv  intended  to  be,  and  alwa^rs  will  ]n\ 
operated  exclusively  for  the  benefit  of  youth  of  Havraiian  blood. 
The  Hawaiians  themselves,  and  especially  the  alumni  of  the  school. 
a.x3pear  to  believe  that  these  schools  should  be  reserved  for  the  people 
of  this  race. 

It  is  quite  natural  that  this  opinion  should  prevail;  and  up  to  date 
the  school  has  been  almost  exclusively  Hawaiian;  yet  it  is  not  neces- 
saril}^  nor  even  probably  correct  for  all  time.  The  clauses  in  I\I''s. 
Bishop's  will  and  the  original  prospectus,  already  quoted,  do  not 
require  such  an  interpretation.  The  will  merely  mentions  giving 
preference  to  those  of  Hawaiian  blood,  presumably  in  the  distribu- 
tion of  benefits  to  children  in  destitute  circum.'itances  (free  scholar- 
ships). 

The  prospectus  distinctly'  enunciates  the  doctrine  that  no  race 
should  be  excluded  and  that  children  of  other  races  should  ]j»e 
admitted  in  order  that  the  young  Hawaiian  may  learn  in  school  to 
compete  successfully  with  those  whose  competition  they  must  meet 
in  later  life.  iVs  Mr.  Bishop  was  one  of  the  trustees  vdio  framed  the 
prospectus,  it  must  be  assumed  that  his  wife  held  this  view,  for  he 
left  no  stone  unturned  to  carry  out  her  desires  in  connection  with 
the  school. 

The  question  of  admitting  other  races  to  the  school  has  fre(piently 
arisen^  and  in  vicAV  of  the  evidence  and  the  circumstances  it  seems 
fair  to  conclude  that  a  wise  policy  should  give  preference  to  members 
of  the  Hawaiian  race.  So  long  as  a  suflicient  number  of  Hawaiians 
ai:)ply  to  fill  the  quota  and  so  long  as  these  are  all  that  can  and  will 
profit  by  what  the  school  offers,  the}^  should  he  achnitted  even  to  the 
exclusion  of  other  races.  Supposing,  however,  tliat  by  admitting  day 
pupilSy  or  otherwise  joroviding  for  expansion,  the  school  should  he 
prepared  to  double  or  triple  its  eni^ollment  and  that  a  sufficient  num- 
ber of  worthy  Hawaiian  candidates  should  not  be  found  to  fill  the 
school,  we  believe  it  would  be  not  only  proper  but  desirable  to  do  as 
the  Hilo  Boarding  School  has  done,  and  open  the  door  to  all  de- 
serving and  promising  candidates. 

ORADUATES  DISTRIDI7TED  ACCORD! NO  TO   OCCrPATTON,-. 

13.  In  considering  what  trades  and  occu])ations  the  school  should 
prepare  for,  the  following  revised  statistics  from  the  alumni  list  are 
significant :  The  total  number  of  living  male  graduates  up  to  and  in- 
cluding the  class  of  1918  is  359.  Their  distribution  by  occupations 
is  as  follows:  ^lanual  trades.  110;  clerical  service,  61:  Government 


THE   PRIVATE    SCHOOLS    OF    HAWAII.  365 

service,  39;  eclucatiou,  33;  business,  20;  atiTiculture.  28;  professions, 
13;  music,  12:  Army  and  Xavy,  9;  unloiown,  25. 

The  total  numl)€r  of  living  girl  graduates  is  220;  their  occupa- 
tional distribution  follows:  Housewife  or  living  at  home,  101-;  educa- 
tion, 7G;  nursing,  1-1:;  clerical  work,  9;  trade,  -1:  Army  and  Xavy,  1; 
imknown,  12.    Of  the  number  133  are  married. 

In  both  lists  students  in  public  and  private  higli  schools  are 
classed  with  teachers  under  education. 

These  figures  are  interesting  as  showing  the  vocational  tendencies 
of  the  graduates.  Many  who  are  here  classed  under  clerical  arc  in 
Government,  municipal  or  county  service,  and  many  who  are  classed 
as  in  business  are  in  clerical  positions.  While  110  or  31  per  cent  are 
engaged  in  mechanical  work,  162  or  45  ]xu'  cent  are  in  clerical,  Gov- 
ernment, business,  or  educational  occupations,  and  only  28  or  8  per 
cent  in  agricidture. 

Since  the  school  does  not  give  any  special  training  for  clerical  posi- 
tions and  does  give  si^eciai  training  in  mechanical  trades  and  offers 
it  in  agriculture,  these  figures  show  the  existence  of  a  real  need  for  a 
continuing  system  of  vocational  surveys  and  vocational  and  educa- 
tional guidance,  which  should  be  maintained  by  this  school.  !Mam' 
graduates  are  going  into  minor  jobs  of  a  clerical  nature,  where  the  op- 
portunities to  rise  are  rare.  With  the  training  in  mechanics  and 
agriculture  available  in  the  school,  with  a  wide  outlook  and  with 
ambition  aroused  by  vocational  guidance,  probabh^  most  of  these 
could  command  better  wages  on  the  plantations  as  mechanics  and 
skilled  agricultural  worl^ers.  Tliey  would  have  more  and  better 
opportunities  to  rise  to  greater  responsibilities  and  rewards  on  the 
plantations  than  they  could  have  as  clerical  workers,  where  the  de- 
mand is  already  well  supplied.  This  whole  subject  needs  careful 
investigation  from  the  standpoints  both  of  the  industries,  which 
need  various  kinds  of  trained  workers,  and  the  schools,  which  are 
attempting  to  provide  the  training.  If  the  trend  toward  clerical 
work  and  governmental  jobs  should  prove  to  be  inevitable,  then  the 
school  should  offer  the  best  possible  training  specifically  for  such 
positions. 

The  figures  show  that  the  Hawaiian  girls  have  a  remarkably  strong 
tendency  to  marry  early  and  settle  down  as  home  makers.  Out  of 
the  total  of  220  graduates,  133,  or  60  per  cent,  are  married,  although 
29  per  cent  of  these  are  listed  under  occupations  other  than  house- 
keeping. 

Home  making,  nursing,  and  teaching,  then,  are  the  leading  occu- 
pations chosen  by  the  girls,  and  training  for  these  is  prominent  in 
the  aims  of  instruction  as  stated  by  the  teachers.  Whether  this 
stix)ng  tendency  to  marry  early  may  not  result  in  a  large  percentage 


3^6  A   SUEA'EY   OF   KDUCATIOX    IX    HA^VAII. 

of  ill-considered  and  unwise  marriages,  and  Avhether  opportunities 
for  training  in  a.  larger  list  of  occupations,  such  as  seamstress,  dress- 
maker, milliner,  salesAvoman,  and  stenographer,  ought  to  be  opened 
up  and  attractively  presented  to  the  girls,  are  questions  that  should 
be  carefully  looked  into. 

1-i.  The  public-school  system  is  beginning  to  develop  along  modern 
lines,  but  as  yet  its  accommodations  are  inadequate  and  its  types  of 
training  too  narrow.  In  view  of  the  probable  development  of  the 
public-school  system  and  the  policy  of  nonduplication  to  which 
Kamehameha  is  or  should  be  committed,  and  in  view  also  of  the  other 
conditions  here  described,  the  trustees  have  found  difficult}^  in  coming 
to  an  agreement  on  a  consistent  educational  policy  for  the  future, 
and  for  the  past  two  years  the  school  in  consequence  has  not  been 
making  progress. 

The  tendency  has  been  to  neglect  repairs  an<l  betterments,  to  let 
the  schoolroom  equipment  run  down,  and  to  drift  along  without 
making  any  considerable  improvements  in  curriculums  or  methods. 

Among  the  teachers  there  appears  to  be  a  tendency  to  settle  down 
into  a  kind  of  easy-going  institutional  type  of  living  and  to  be  rather 
too  well  satisfied  with  the  status  quo. 

The  question  of  a  future  educational  policy  is  bound  up  with  that  of 
the  location  of  the  school,  so  that  both  must  be  settled  together. 

THREE  POSSIBLE   SOLIJTIOXS. 

To  the  survey  commission  it  seems  more  important  that  both  ques- 
tions be  settled  without  further  delay  than  that  they  be  settled  ac- 
cording to  any  particular  one  of  the  possible  solutions.  We  can 
find  only  three  solutions  : 

1.  Proceed  at  once  to  rebuild  on  the  present  site,  and  develop  as 
a  city  boarding  and  day  school. 

2.  Build  on  the  property  at  Waialae  Bay  and  develop  as  a  suburban 
boarding  school,  or  on  property  of  the  Bishop  estate  on  Oahu,  farther 
away  from  Honolulu,  and  develop  as  a  rural  boarding  school. 

3.  Keep  the  boys'  school  where  it  is,  and  develop  it  as  a  mechanical 
trade  school,  with  possibly  a  business  department.  Build  for  and  es- 
tablish the  girls'  school  and  set  up  an  agricultural  branch  school  for 
boys  at  '\A'aialae  or  on  a  suitable  tract  in  rural  Oahu. 

THE    FIRST    TLAX. 

If  the  first-named  solution  be  adopted,  the  boys'  school  would  be- 
come a  boarding  and  day  school  with  a  large  number  of  day  pupils, 
including  orientals  up  to  say  30  or  -iO  per  cent,  and  offering  many 
types  of  vocational  training  for  city  boys  or  for  boys  from  outside 
Honolulu  who  have  their  eyes  turned  cityward.     It  would  cease  to 


THE   PRIVATE    SCHOOLS   OF    HAWAII.  367 

offer  agriculture  as  a  vocational  subject.  It  would  develop  night 
courses,  part-time  day  courses,  and  coox^erative  shop  and  store  courses. 

The  girls'  school  would  continue  to  feature  home  training,  but 
would  improve  and  broaden  the  intellectual  training  and  connect  it 
up  closer  with  real  life  interests.  It  would  be  a  city  school,  identified 
and  connected  vrith  urban  life  and  activities.  It  would  admit  day- 
pupils  and  offer  office  training  as  well  as  preparation  for  normal 
school,  salesmanship,  nursing,  and  the  needlework  trades. 

If  the  schools  stay  in  the  city,  it  seems  to  the  commission  that  they 
must  inevitabW  develop  as  indicated  or  gradually  die  of  dry  rot. 
With  an  adequate  development  of  the  city  and  rural  public  schools 
the  '*  preparatory^  school "  for  the  younger  boys  will  become  super- 
fluous within  a  few  years  and  will  be  discontinued. 

If  the  public  schools  go  forward  as  they  should,  they  will  in  time 
be  carrjdng  on  all  the  types  of  activity  that  we  have  indicated ;  and 
the  Kamehameha  schools  will  be  duplicating  their  work,  unless,  as 
may  happen,  the  public  should  shirk  the  task,  and  leave  it  for  Kame- 
hameha to  carry  on.  This  it  is  very  likeh^  to  do  unless  the  trustees 
make  it  plain  that  they  are  only  pioneering  this  field  and  intend  to 
retire  from  it  in  due  time.  In  the  latter  case  the  question  of  deter- 
mining on  an  educational  policy  for  the  future  would  still  be  un- 
solved. 

THE    SECOND  PLAX. 

If  the  second  solution  be  chosen  and  the  schools  are  established 
either  at  Waialae  or  on  a  tract  in  rural  Oahu,  a  unique  type  of  school 
can  be  developed  which  will  have  a  distinctive  and  permanent  field 
of  its  own. 

With  such  a  large  tract  of  land  as  will  be  available  one  can  picture 
in  his  mind's  eye  a  large  plantation  with  fields  of  cane  and  pineapples, 
with  a  small,  but  complete  and  up-to-date  sugar  mill,  a  small  cannery 
and  a  technical  laboratory,  a  stock  and  dairy  farm,  a  large  vegetable 
garden,  and  a  garden  and  nursery  for  the  culture  of  flowers  and  orna- 
mental shrubs.  There  will  be  sufficient  land  for  producing  all  these 
things  on  a  commercial  scale  and  for  producing  most  of  the  food  that 
is  needed  for  the  maintenance  of  tlie  pupils,  teachers,  and  hired  labor. 

Here,  right  on  or  near  the  plantation,  will  be  located  a  boarding 
school  of  a  new  and  unique  type — a  plantation  school,  both  agricul- 
tural and  mechanical.  Here  all  the  plantation  industries  will  be 
going  forAvard  normally  on  a  production  basis  under  the  eyes  of  the 
pupils. 

The  school  buildings  will  be  of  concrete,  in  the  early  English  or 
Spanish  mission  style,  grouped  around  a  quadrangle,  with  the  ad- 
ministration building  at  one  end  and  the  chapel  at  the  opposite  end. 


5b5  A   SURVEY   OF   EDUCATION    IN    HAVv'AII. 

On  one  flank  of  the  school  group  and  facmg  the  parade  ground  T/ill 
be  the  barracks  group,  inckiding  the  sleeping  rooms,  study  lialL 
mess  hall  and  kitchens,  the  armory,  and  the  gymnasium.  On  the 
other  flank  will  be  the  shop  group,  with  modern  shop  buildings  and 
equipment,  and  near  by  the  school  groups  will  be  the  athletic  fields 
and  plaj^grounds. 

Sufficienth^  removed  from  the  boys'  school  and  the  plantation  Avill 
be  the  girls'  school  group,  with  a  modern  dormitorj'  and  cottages, 
where  the  girls  may  learn  not  only  institutional  housekeeping  but 
family  housekeej)ing  and  "light  housekeeping''  in  cottages  and 
small  apartments,  for  the  latter  are  the  types  of  housekeeping  which 
will  later  come  into  their  own  experience.  There  will  be  a  gym- 
nasium and  playground  for  the  girls,  and  welhequipped  labora- 
tories for  cooking,  sewing,  dressmaking,  millinery,  and  general 
science,  and  a  home  laundr}^  where  the  girls  will  do  their  own 
laundry  work  and  learn  by  doing  all  the  processes  of  home  launder- 
ing and  cleaning.  There  will  be  a  hospital  for  the  plantation  and 
schools,  where  the  girls  can  learn  nursing  by  practical  experience  in 
cooperation  or  part-time  courses.  There  will  also  be  a  visiting- 
nurse  and  social  worker,  under  whom  the  girls  can  get  practice  in 
social  and  communit^^  w^elfare  work. 

The  school  group  for  the  boys  will  contain  laboratories  for  physics. 
chemistr}' ,  and  general  science,  as  well  as  a  sufficient  number  of  class- 
rooms. The  center  of  the  administration  building  will  be  occupied 
by  the  auditorium,  one  wing  by  the  library  and  reading  room,  and 
the  other  wing  by  the  administration  offices.  The  basic  vocations  for 
which  the  school  will  offer  training  are :  Agriculture,  car})entry, 
joinery  and  cabinet  making,  drafting,  blacksmithing,  horseshoeing 
and  wheelwrighting,  plumbing,  general  machine-shop  work,  and  the 
operation,  care,  and  repairing  of  auto  cars,  trucks,  tractors,  and  plan- 
tation and  farm  machinery. 

Courses  in  shoe,  harness  and  saddlery  repairing,  steam  laundry 
work,  concrete  work,  road  building,  and  other  occu]>ations  will  be 
given  when  sufficient  numbers  of  boys  will  take  them  so  that  they 
can  be  taught  with  reasonable  economy.  The  general  aim  of  the 
school  v>dll  be  twofold:  First,  to  find  out  wdiat  kinds  of  jobs  are 
opening  up  that  offer  a  useful  and  hopeful  career  to  young  men 
with  some  intelligence  and  promise;  and,  second,  to  attract  such 
young  men  into  the  school  and  train  them  for  these  jobs.  The 
training,  of  course,  should  not  be  confined  to  the  mere  getting  of 
skill  in  mechanical  processes.  The  intellectual  training  will  go 
forward  with  the  hand  training  and  both  will  be  aimed  toward 
building  up  through  actual  practice  the  skills,  habits,  information, 
and  thinking  ability  that  is  most  needed  by  men  in  the  kinds  of 


THE   PEIVATE    SCHOOLS    OF    HAYv'An.  369 

jobs  for  Tvliich  the  training  is  intended.  Consequently,  the  chiss- 
room  work  must  be  ])ased  largely  on  problems  and  projects  that 
come  up  in  the  shop  or  plantation  work  or  are  suggested  by  the 
information  requirements  of  such  work. 

The  aim  will  be  to  make  not  merely  skilled  workmen  in  various 
lines  but  slvilled  worlimen  with  at  least  some  abihty  to  meet 
emergencies  and  new  situations  while  on  the  job — men  who  are 
capable,  with  experience,  of  becoming  foremen,  small  contractors, 
small-shop  proprietors,  skilled  plantation  employees,  homestead  or 
leasehold  farmers,  etc. 

Since  the  plantation  itself  will  be  carrying  on  or  can  carry  on, 
on^a  commercial  basis,  practically  all  the  occupational  activities  for 
which  the  students  will  be  trained,  the  school  and  the  plantation 
can  provide  for  night  classes,  part-time  day  classes,  and  cooperative 
apprentice  courses  of  the  most  efficient  sort.  The  business  offices 
of  the  plantation  will  afford  opportunities  for  similar  cooperative 
courses  in  business  education. 

The  religious  and  the  aesthetic  sides  of  life  w^ill  not  be  neglected. 
There  will  be  provision  for  religious  instruction  and  service  and 
ojoportunities  for  class  and  club  instruction  in  literature,  music  and 
art,  for  both  l^oys  and  girls. 

There  will  be  ample  chances  on  the  plantation  for  boys  and  girls 
vdio  have  ability  to  make  something  of  themselves,  but  are  poor  and 
friendless,  to  come  here  and  work  their  way  through,  or  at  least  to 
prove  their  worth  and  promise  to  an  extent  that  will  justify  award- 
ing them  free  scholarships  or  part  scholarships. 

The  plantation  and  school  will  keep  in  close  touch  with  the  college 
of  Hawaii  and  the  department  of  agriculture  and  will  cooperate  with 
the  experts  of  these  institutions  with  reference  to  both  production 
and  education. 

In  such  a  school  as  this,  removed  from  an  immediate  city  environ- 
ment and  surrounded  by  and  participating  in  the  interesting  activi- 
ties of  a  plantation,  it  vrould  seem  that  the  attraction  toward  rural 
life  and  occupations  would  be  stronger  than  the  pull  toward  the  city. 

THE   THIKD   VLAS. 

The  third  plan  is  in  the  nature  of  a  compromise  or  temporary 
solution.  It  would  get  the  girls  away  from  the  city  and  provide 
new,  safe,  and  adequate  buildings  in  place  of  the  dangerous  wooden 
structure  now  in  use.  It  would  also  provide  for  the  boys  oppor- 
tunities for  learning  agriculture  at  first  hand  and  under  conditions 
affording  a  strong  pull  toward  rural  life:  Ijut  the  number  of  boys 
who  would  elect  to  attend  the  small  branch  school  in  agriculture 
as  ao-ainst  the  laro-er  school  in  the  citv.  trainino;  for  citv  trades. 


370  A   SURVEY   OF   EDUCATION   IN    HAWAII. 

AYOukl  probably  ])e  relatively  small.  Also  it  would  split  the  school; 
and  whatever  of  efficiency  and  economy  in  management  and  corn- 
mnnity  of  interests  there  might  be  in  keeping  the  schools  in  close 
proximity  and  running  them  under  one  organization  would  probably 
be  lost. 

Furthermore,  the  development  of  that  part  of  the  school  which 
remained  in  the  city  would  be  precisely  like  that  described  in  the 
discussion  of  the  first  plan.  The  time  would  come  ultimately  when 
the  trustees  would  have  to  determine  whether  to  do,  in  the  place  of 
the  public  schools,  the  Avork  which  obviously  they  should  do,  or  to 
compete  with  them  for  students  in  this  work  in  case  the  public 
schools  do  undertake  it,  or  to  retire  from  the  field  and  sell  its  plant 
to  the  public  schools. 

COXCLfSIOX    AND    RECOMAIF.XDATIOXS. 

In  view  of  this  analysis  the  Avisest  and  most  farsighted  polic}-  for 
the  trustees  would  seem  to  be  to  adopt  the  second  plan— the  plan- 
tation school. 

Whether  the  boys'  manual  school  moves  or  stays,  one  thing  seems 
to  the  survey  commission  to  be  ver^'  important — more  attention  should 
be  given  to  vocational  guidance.  This  vital  work  should  be  taken  in 
hand  by  some  one  who  can  give  it  a  great  deal  of  study  and  practical 
attention,  involving  careful  study  of  occupational  conditions  and  op- 
portunities in  both  the  cities  and  in  the  rural  sections  of  all  the 
islands.  The  vocational  director  should  also  use  his  traveling  oppor- 
tunities to  look  up  promising  boys  who  need  just  the  chance  that 
Kamehameha  can  give  them  and  can  not  get  it  at  home.  He  should 
be  active  in  attracting  such  bo^^s  to  the  school.  He  should  make 
known  to  the  people  in  the  various  districts  the  advantages  which 
Kamehameha  can  offer  to  their  boA^s  and  girls. 

AVhile  a  considerable  portion  of  his  time  should  thus  be  occupied, 
his  main  function  should  be  that  of  a  vocational  guide  and  coordina- 
tor in  the  school.  Individually  he  should  study  the  pupils'  tastes 
and  abilities  and  assist  them  in  their  choice  of  studies  and  make  the 
vocational  meanings  and  connections  of  their  studies  clear  to  them. 
He  should  gradually  assist  them  toward  a  decision  of  tlieir  future 
occupations.  He  should  see  to  it  that  the  jobs  for  which  they  are 
being  trained  are  jobs  at  which  they  will  have  good  chances  of  get- 
ting work  and  of  getting  openings  for  promotion  if  they  prove  them- 
selves Avorthy.  He  should  advise  and  instruct  the  teachers  as  to  how 
they,  in  connection  with  their  subjects,  ma}^  help  effectiA^ely  in  this 
work.  Finally,  lie  should  organize  and  maintain  an  employment  bu- 
reau for  placing  ncAv  boys  and  for  placing  bo3's  already  at  work  in 


THE    PRIVATE    SCHOOLS    OF    HAWAII.  371 

better  positions  when  suitable  openings  occur.  For  this  he  would 
need  to  keep  a  continuing  card  file  of  all  undergraduates  and  of  all 
graduates  in  positions — also  a  card  file  of  firms  employing  boys,  and 
of  the  kinds  of  jobs  available  in  their  plants,  together  with  the  requi- 
site qualifications  for  each  job. 

Whether  the  president  and  principal  can  take  on  these  functions 
along  with  those  they  now  have  must  be  left  for  them  to  decide.  We 
incline  strongly  toward  the  opinion  that  more  satisfactory  results 
would  be  obtained  b}^  emplo^dng  one  man  with  special  training  for 
just  such  a  job.  Such  a  specialist  would  be  a  great  asset  to  the  whole 
Territory  as  well  as  to  Kamehameha  School. 

8.  BOARDING   SCHOOLS   FOR   HAWAIIAN   GIRLS— KOHALA   GIRLS* 
SCHOOL   AND   MAUNAOLU    SEMINARY. 

In  the  early  days  of  their  work  the  missionaries  saw  that  schools 
for  natives  were  necessar}-.  Froin  the  first  they  established  such 
schools.  Very  early,  too,  it  was  seen  that  boarding  schools  were  essen- 
tial to  the  proper  training  of  selected  youth  of  both  sexes  and  many 
sprung  up  in  response  to  the  need.  ^lore  recentl3\  however,  a  num- 
ber of  these  schools  have  been  merged  or  discontinued.  Thus  the 
Girls'  Seminar}^  at  "Waihinu  was  removed  to  Waialua.  After  a  time 
it  was  merged  in  Kawaiahao  Seminary,  Honolulu,  now  a  part  of  the 
Mid-Pacific  Institute.  The  Wilcox  School  at  Waioli,  Kauai,  after  a 
long  period  of  usefulness  was  discontinued ;  as  was  the  school  at  Ko- 
loa,  the  boys'  school  at  Waialua,  and  the  Bond  School  for  Boys  at 
Kohala,  Hawaii. 

The  special  schools  filled  a  great  want  prior  to  the  development  of 
the  public-school  s^^stem.  But  with  the  steady  growth  of  tlie  latter 
the  need  for  such  schools  has  not  seemed  as  great.  Furthermore,  the 
development  of  good  roads  and  more  rapid  means  of  intercommuni- 
cation have  operated  to  turn  the  flow  of  students  away  from  the 
smaller  and  more  isolated  schools  to  those  more  centrally  situated. 

Aside  from  the  girls'  division  of  Kamahameha  School  and  of  Mid- 
Pacific  Institute,  both  in  Honolulu,  there  now  remain,  distinctively 
for  girls  of  the  Hawaiian  race,  coming  down  from  this  earh'  period, 
onl3^two  boarding  schools  in  the  islands — the  Kohala  Girls'  School, 
Kohala,  Hawaii;  and  the  Maunaolu  Seminary,  Paia,  Maui. 

ORGAXIZA'nOX    AND    AVORK. 

The  Kohala  Girls'  School  was  established  in  1874  by  Rev.  Dr. 
Elias  Bond,  who  came  to  the  islands  in  1841  as  a  missionary  under 
the  American  Board  of  Foreign  Missions.  The  school  remained  un- 
der Dr.  Bond's  supervision  until  1889,  when  the  property  was  deeded 
in  trust  to  the  Hawaiian  Evangelical  Association,  under  whose  gen- 


372  A   SUEA'EY    OF    EDUCATIOX    IX    IlAWAlI. 

eral  control  it  now  stands,  aUlion<i-li  the  direct  mtaiagen^ent  of  the 
school  is  vested  in  a  board  of  mana_a-ers  appointed  l>y  the  asso- 
ciation. 

The  Maunaolu  Seminary  was  established  in  ISGO  by  the  Eev.  C.  B. 
Andrews.  The  school  started  with  but  a  handful  of  Haw^aiian  g-irls 
who  were  taken  into  Mr.  Andrews's  home  principalh^  for  the  pur- 
pose of  giving  them  a  training  in  home  making.  The  academic 
features  of  the  school  do  not  seem  to  have  been  emphasized  until 
about  1804,  when  the  records  show  that  some  attempt  was  made  to 
teach  the  English  language.  In  1869  the  school  was  destroj^ed  by 
fire  and  seems  not  to  have  resumed  its  Avork  until  1871.  From  this 
time  the  attendance  gradually  increased  until  in  1801  there  was  an 
attendance  of  110  pupils,  the  largest  enrollment  in  the  history  of  the 
school.    The  attendance  now  is  about  85  pupils. 

Both  schools  are  beautifully  situated  on  high  ground  overlooking 
cane-co\ered  lands  stretching  down  to  the  ocean.  The  buildings  of 
both  are  also  set  down  in  tracts  of  ground  of  generous  size.  Both, 
too,  are  supported  in  large  part  by  the  beneficence  of  two  families — 
the  Bond  faniih^  in  the  case  of  the  Kohala  School  and  the  Baldwin 
family  in  that  of  Maunaolu.  In  both  the  tuition  charged  is  onl}' 
about  $50  per  annum  per  puj^il,  part  of  which  can  be  worked  out 
if  the  pupil  desires.  Through  the  generosity  of  interested  friends 
a  number  of  scholarships  at  both  schools  ha^'e  been  provided  for 
inipils  v^dlo  are  too  poor  to  pay  the  full  tuition. 

In  both  schools  regular  work  is  carried  on  from  the  primar}^  grade 
through  the  eighth  grade.  Effort  in  both  schools  is  made  to  parallel 
the  work  of  the  public  elementary  grades  as  far  as  is  practicable. 
Much  more  is  being  done,  however,  in  sewing,  housekeeping,  and 
weaA'ing  in  both  schools  than  the  public  schools  are  attempting. 
Special  attention  also  is  being  given  to  music,  and  classes  in  cliorns 
and  i>art  singing  are  held  each  week  with  good  results,  as  the 
Hawaiian  girls  are  natural  musicians,  many  having  excellent  voices. 

In  short,  these  schools  are  attempting  to  give  to  deserving  girls, 
chiefly  of  the  Hawaiian  race  between  the  ages  of  6  and  18.  a  whole- 
some Christian  home  training,  together  v\dth  a  practical  education 
of  the  character  such  as  to  fit  them  to  become  housekeepers  or  wage- 
earners  in  the  handicrafts,  or  for  entrance  into  schools  at  Honolulu 
whicli  prepare  teachers  for  the  public  schools  of  the  Territory. 

The  member  of  the  commission  who  visited  these  schools  was  much 
impressed  with  the  high  type  of  personality  found  in  tlie  principals 
and  faculty  meml)ers  of  both  schools:  in  the  standards  of  immacu- 
late cleanliness  of  buildings  and  grounds  and  of  person  insisted 
upon;  and  in  the  practical  and  helpful  character  of  the  work  wliich 
was  being  given. 


THE   PEIVATE    SCHOOLS    OF    HAWAII.  373 

The  Maunaolii  .Seminary  is  much  better  appointed  in  buildings 
and  equipment  than  the  Kohahi  School.  At  the  latter  school  the 
buildings  are  old  and  not  well  suited  to  the  vrork.  It  is  planned, 
however,  that  these  will  soon  be  replaced  by  commodious  and  well- 
equipped  buildings  arranged  to  meet  the  modern  conceptions  of 
good  educational  practice. 

As  these  schools  are  the  last  of  the  group  of  boarding  schools 
independently  supported,  which  sprang  up  before  the  development 
of  the  public-school  system,  the  question  naturally  arises  whether 
these,  too,  will  go  the  way  of  the  others  in  the  face  of  the  rapidly 
developing  importance  and  efficiency  of  the  public  schools.  There 
can  be  do  doubt  thnt  these  schools  have  served  and  are  still  serving 
a  very  useful  purpose,  for  because  of  their  work  scores  upon  scores 
of  girls  from  the  poor  and  isolated  homes  of  the  islands  of  Havraii 
and  Maui  have  been  started  on  lives  of  usefulness  through  the  train- 
ing it  would  have  been  impossible  for  them  to  have  gotten  otherwise. 
There  is  no  doubt,  either,  that  through  having  the  girls  under  their 
instruction  and  supervision  for  their  entire  time,  the  teachers  can 
accomplish  much  more  in  training  the  girls  to  complete  living  than 
can  teachei*s  in  the  public  schools  who  are  in  contact  with  the  chil- 
dren but  a  few  hours  daily.  Indeed,  it  would  be  a  splendid  thing  in 
many  ways  if  the  Territory  could  maintain  boarding  schools  of  the 
character  of  these  schools  where  all  the  children  of  the  islands  could 
spend  all  their  time,  returning  to  their  homes  only  during  vacations. 

THE    DOEMITORT   SYSTE:\r    OX    THE    ^lAIXLAND. 

Within  five  years  a  movement  in  the  States  has  sprung  up  and  is 
growing  rapidly  which  has  much  of  significance  in  it  for  the  islands ; 
that  is,  providing  dormitory  and  boarding  facilities  for  public  schools 
of  high-school  grade  in  sparsely  settled  regions  of  tlie  country. 
More  than  150  such  plants  are  now  to  be  found  in  the  United  States. 
In  general  the  plan  is  to  have  a  considerable  acreage  of  groimd  in 
connection  with  the  school  on  which  the  pupils  can  work  out  all  or 
part  of  the  fees  charged.  In  most  cases  the  amount  charged  the 
pupil  is  not  sufficient  to  cover  the  entire  cost,  the  deficit  being  met 
by  the  State  or  county. 

So  far  the  plan  has  not  been  extended  to  grades  Ijelow  the  high 
school  but  there  is  no  inherent  reason  why  such  extension  should  not 
be  made.  In  Hawaii  such  a  plan  would  meet  not  only  conditions 
of  sparse  popidation  in  many  regions  but  would  be  particularly 
valuable  in  enabling  the  Territory  to  do  on  a  large  scale  just  what 
the  Kohala  and  ^lannaolu  schools  are  doing  on  a  small  scale.  Such 
a  plan  woidd  facilitate  greatly  the  tliorough  and  rapid  Americaniza- 
tion of  children  of  the  foi^eign  born. 


374  A   SURVEY   OF   EDUCATION   IN    HAWAII. 

At  any  rate,  whether  or  not  tlie  Territory  enters  upon  such  a  com- 
l^rehensive  pL^n,  the  commission  can  think  of  no  way  by  which 
wealthy  persons  can  expend  tlieir  money  more  wisely  than  in  gener- 
ously maintaining  such  schools  as  the  Kohala  and  Maunaolu  schools 
and  making  it  possible  for  the  children  of  deserving  people  to  secure 
the  excellent  training  ATliich  tliey  are  giving. 

9.  CONCLUSIONS  AND  RECOMMENDATIONS. 

1.  In  the  absence  of  a  completely  organized  system  of  scliools  sup- 
ported by  public  taxation,  the  private  schools  of  the  islands  have 
constituted  an  educational  and  Christianizing  force  of  great  value 
and  influence.  They  will  continue  to  constitute  such  a  force  if  they 
succeed  always  in  keeping  in  the  vanguard  of  educational  progress. 
The  public-school  system,  though  it  falls  far  short  of  what  it  should 
be  as  to  adequate  accommodations  and  facilities  for  the  number  of 
l)upils  to  be  educated,  is  thorougldy  leavened  with  the  progressive 
spirit.  It  is  rapidly  gaining  in  its  hold  on  the  interest  and  loyalty 
of  the  public,  and  is  due  for  a  period  of  rapid  expansion  and  inten- 
sive internal  improvement.  To  hold  their  position  of  usefulness  the 
private  schools  must  develop  consistently  progressive  programs  and 
policies  and  carry  them  out  ATith  efficiency  and  thorouglmess. 

2.  The  influence  of  the  small  and  uneconomical  private  schools 
will  gi-adually  1)ecome  smaller.  Such  schools  will  be  more  successful 
if  they  limit  their  instruction  to  pupils  of  special  classes  and  ages, 
so  as  to  do  more  homogenous  work.  For  example,  they  should  not 
attempt  high-school  work,  because  it  is  impossible  for  tliem  to  do  it 
well  except  at  excessive  cost.  The  problem  of  providing  homes  and 
education  for  orphans,  dependents,  and  subnormal  children  should 
be  solved  by  establishing  a  central  institution  under  public  support 
and  control  and  conducted  b^^  experts  in  the  education  and  care  of 
such  children. 

?).  Certain  physical  conditions  in  several  of  the  private  schools  are 
faulty  to  a  greater  or  less  degree. 

All  have  cases  of  inadequate  or  improper  lighting  arrangements, 
some  of  tliem  to  a  serious  extent.  All  wooden  school  buildings  and 
dormitories  and  all  buildings  whose  interior  construction  is  mainly 
of  wood  are  dangerous  to  life  and  liml)  because  of  the  risk  from  fires. 
All  buildings  having  rooms  a])ove  the  second  floor,  occupied  as  dormi- 
tories or  classrooms,  should  be  equipped  Avitli  automatic  sprinklers 
and  adequate  fire  escapes.  Fire  drills  should  be  held  regularly. 
Fire  escapes,  extinguishers,  electric  ligliting  wires,  and  automatic 
sprinklers  should  be  inspected  at  frequent  intervals.  In  future,  no 
nonfii'eproof  school  Ijuilding  or  domitories  over  two  stories  high 
should  be  erected  anvwhere  in  the  islands. 


THE   PFJYATE    SCHOOLS    OF    HAVrAII.  375 

Several  of  the  private  schools  are  badly  cramped  for  lack  of  suffi- 
cient room  for  class  and  laboratory  work.  If  relief  be  sought  by  the 
erection  of  temporary  or  portable  buildings,  these  should  be  designed 
so  as  to  be  adequately  and  properW  lighted,  from  the  left  onl3^  and 
also  properly  ventilated.  The  type  of  bungalow  used  in  the  public 
elementary  schools  and  the  McKinley  High  School  should  not  be 
used.     It  is  utterly  unfit  for  school  purposes. 

4.  All  tlie  private  schools  need  more  and  better  laboratory  ecjuip- 
ment  for  science  work,  more  maps,  and  more  liberal  supplies  of  other 
visual  aids  to  teaching.  With  respect  to  these  important  facilities 
the  Hawaiian  schools  do  not  compare  favorably  with  the  best  schools 
in  the  States. 

5.  The  standards  for  qualifications  of  teachers  on  the  mainland 
should  be  adhered  to.  These  are:  For  high-school  teachers,  gradu- 
ation from  a  standard  collegiate  institution  with  at  least  11  semester- 
hours  of  training  in  education ;  and  for  eiementar}^  teachers  gradua- 
tion from  a  standard  four-year  high  school  and  at  least  two  years  in 
a  standard  normal  school  or  college  requiring  a  four-year  high  school 
course  for  admission. 

6.  The  high-school  curricula  of  all  the  private  schools  need  more 
or  less  revision  along  progressive  lines  as  suggested  for  the  public 
high  schools  in  Chapter  VI  of  this  report. 

7.  In  most  of  the  schools,  closer  classroom  supervision  is  urgently 
needed,  and  especially  should  better  correlation  be  worked  out,  with 
use  of  the  project-problem,  types  of  teaching,  in  the  intellectual  work 
of  the  vocational  schools. 

8.  These  schools  should  stud}^  the  possibilities  of  abolishing  many 
of  their  very  small  classes  or  of  recruiting  them  up  to  a  better  size  for 
economy. 

9.  Most  of  the  private  schools  have  some  form  of  pupil  partici- 
pation in  self-government  which  they  are  carrying  on  with  very 
good  results.    EA^olution  along  this  line  should  be  encouraged. 

Very  few  are  making  any  attempt  to  use  the  various  forms  of 
socialized  recitation.  We  recommend  that  in  all  of  them  the  social- 
ized recitation  be  carefully  and  gradually  introduced  and  tried  out. 

We  recommend  continuance  and  further  development  of  directed 
study  in  grades  7  to  10  in  those  schools  where  it  is  being  tried  out. 
We  suggest  that  it  be  tried  out  in  the  other  schools,  and  that  sys- 
tematic attempts  be  made  to  educate  the  teachers  in  the  technic  of 
handling  it. 

10.  We  recommend  the  introduction  of  systematic  effort  toward 
educational  and  vocational  guidance,  especially  in  the  vocational 
schools.  To  be  successful  it  must  be  under  the  direction  of  specially 
trained  experts  in  this  relatively  new  and  ver}^  important  type  of 


376  A   SURVEY   OF   EDUCATTOX    IX    HAWAII.  1 

educational  service.  All  subjects  in  the  curriculum  should  con- 
tribute something  consciously  toward  Aocational  intelligence.  An  in- 
dustrial and  vocational  survey  of  the  Territory  by  experts  in  this  field 
is  urgently  needed.  The  schools  need  to  know  more  definitely  the 
occupational  opportunities  for  which  the  rising  generation  of  Ilirvaii 
must  be  trained  if  they  are  to  do  the  best  for  themselves  and  the 
communit}^ 

11.  We  recommend  the  appointment  of  a  competent  specialist  who 
shall  ser^e  as  school  adviser  under  the  direction  of  the  superin- 
tendent of  public  instruction  and  as  half-time  professor  of  education 
under  the  direction  of  a  college  or  department  of  education  to  ha 
established  in  the  University  of  Hawaii,  and  who  shall  act  as  a 
liaison  officer  or  clearing-house  agent  for  the  two  departments.  We 
recommend  that  this  officer,  acting  for  the  superintendent  of  public 
instruction,  shall  visit  the  private  schools  as  often  as  may  be  neces- 
sary and  ^practicable  for  the  purpose  of  reporting  on  their  conditions 
and  advising  them  as  to  their  vfork  and  plans. 

This  recommendation  is  made  because  the  private  schools,  no  less 
than  the  public  schools,  some  in  greater  degree  and  some  in  less,  are 
in  need  of  expert  advice  in  solving  their  problems  of  administration 
of  personnel,  of  methods,  and  of  equipment.  The  private  schools 
in  fact  as  well  as  in  law  should  be  made  to  come  under  the  general 
supervision  of  the  Territorial  department  of  public  instruction ;  and 
this  supervision  could  be  best  carried  on  by  an  expert  who  should 
spend  about  half  of  his  time  visiting  the  high  schools  and  private 
schools  of  the  Territor^^  and  the  other  half  teaching  in  the  University 
of  Hawaii  and  the  normal  .school,  if  it  should  be  affiliated  with  it. 

During  his  supervisory  semester  his  chief  function  should  be  to 
examine  into  conditions  and  report  to  the  superintendent  what  he 
finds,  toofether  with  his  commendations  of  what  is  o:ood  and  his 
suggestions  for  improving  what  seems  to  be  poor.  A  copy  of  his 
report  on  each  school  should  in  every  case  be  sent  to  the  officer 
responsible  for  tlie  conduct  of  that  school;  and  he  should  prepare 
an  annual  or  biennial  report  covering  the  features  that  are  of  gen- 
eral interest.  This  report  should  include  particularly  suggestions 
for  the  correction  of  faults  that  are  common  to  many  schools  and 
features  of  excellence  that  occur  in  some  schools  that  it  would 
be  desirable  for  the  other  schools  to  try  out  with  reference  to 
adoption.  As  an  adviser  he  could  do  much  in  stimulating  teachers 
toward  professional  study  and  greater  zeal  in  the  use  of  such 
modern  devices  as  educational  measurements  and  self-surA-eys 
by  schools  of  their  own  Avork.  As  a  teacher  of  education  in  the  col- 
lege, he  should  prove  to  be  of  much  value  to  public  and  private 
schools  both  by  training  teachers  in  service  and  by  preparing  can- 
didates for  teaching  positions. 


THE    PFvIVATK    SCHOOLS    OF    HAWAII.  377 

Late  afternoon,  night,  and  Saturda}-  courses  miglit  be  given  for 
teachers  in  Honohdu :  and  a  system  of  exchange  of  teachers  between 
Honohilu  and  other  districts  might  be  worked  out,  so  that  teachers 
who  are  ready  to  work  for  advanced  degrees  in  education  could 
teach  in  Honolulu  for  a  year  and  carry  on  their  studies  at  the  Uni- 
versity of  Hawaii.  Such  an  arrangement  would  be  very  beneficial 
to  all  concerned,  by  bringing  them  into  close  touch,  so  that  the  de- 
partment of  public  instruction,  the  University  of  Hawaii,  the  public 
schools,  and  the  private  schools,  all  of  which  are  working  toward  the 
one  purpose  of  promoting  the  education  of  the  children  and  the  wel- 
fare of  the  island,  would  have  a  clearing-house  agent  through  whom 
each  could  keep  in  touch  with  all  the  others. 


APPENDIX. 

CONTENTS  OF  THE  JAPANESE  LANGUAGE  SCHOOL  TEXT- 

BOOKS. 


PRIMARY  BOOK  NO.   1. 

This  book  is  made  up  of  two  parts.  The  first  part  of  it  (pages  1 
to  41)  is  essential!}^  a  primer,  containing  words,  short  phrases,  and 
illustrations.  For  example,  on  the  first  page  the  word  ^'hata"  or 
flag  with  the  illustration  of  American  and  Japanese  flags  is  given. 
The  second  page  gives  four  Japanese  characters  meaning  'Hako"  or 
kite,  and  '^koma"  or  top,  with  illustrations.  The  pictures  are  en- 
tireh'  of  Japanese  conception.  The  contents  of  Book  I,  Part  2, 
follow : 

1.  People. 

2.  :\[omotaro,  Part  1.— "Peach  Boy." 

3.  Momotaro,  Part  2. — (This  has  been  taken  from  the  Japanese  Government  School 

Text-Book.  It  is  a  story  of  a  child  born  from  a  peach.  Once  an  old  man  went 
up  the  mountain  to  get  fuel,  while  his  wife,  an  old  woman,  went  to  the  river 
for  washing.  While  she  was  washing  her  clothes,  a  large  peach  came  floating 
down  the  stream.  She  took  the  peach  home,  and  gave  it  to  her  husband.  An 
unusual  thing  happened  when  the  old  man  cut  the  peach  into  two.  Instead 
of  a  seed,  a  large  boy  came  out  of  it.  The  child  was  named  Momotaro  or  Peach 
Boy,  and  the  story  goes  on  to  tell  that  he  became  one  of  the  strongest  men  in 
Japan.) 

4.  Sisters. 

5.  Chickens.     (G.  S.  B.^ 
G.  Sunrise.     (G.  S.  B.) 

7.  The  River.     (G.  S.  B.) 

8.  Chrysanthemums.     (G.  S.  B.) 

9.  The  Moon.     (G.  S.  B.) 

10.  O  Hana.     (The  story  of  a  girl  who  was  very  tidy  and  neat.) 

11.  A  Dog's  Greediness.     (G.  S.  B.)     (A  story  found  in  the  Defoe's  Tales.) 

12.  Playing  Ball. 

13.  A  Pdddle.     (G.  S.  B.) 

14.  The  Rainbow. 

15.  Japanese  New  Year.     (G.  S.  B.) 
16=  Hide  and  Seek.     (G.  S.  B.) 

17.  Do  Not  Tell  a  Lie. 

18.  Papaia  and  Guave.     (A  Hawaiian  subject.) 

19.  Mother.     (G.  S.  B.) 

20.  Kite  Song.     (G.  S.  B.) 

21.  Sympathy. 

22.  Goddess  Pele.     (A  Hawaiian  subject.) 

23.  Goddess  Pele.     (A  Hawaiian  subject.) 

24.  Hanasaka  Jijii.     (An  old  man  who  made  the  flowers  bloom.     An  old  story  of  an 

honest  man,  who  was  rewarded  for  honesty.)     (G.  S.  B.) 

1  Government  School  Text-Book.  379 

1014G"— 20 2r, 


380  APPENDIX. 

PRIMARY  BOOK  NO.  2. 

1.  Cherry  Blossoms.     (G.  S.  B.) 

2.  My  Home.     (G.  S.  B.) 

3.  Ninomiya  Kinjiro.     (A  story  of  a  man  wlio  always  servod  otkcr  people.) 

4.  The  Lark.     (G.  S.  B.) 

5.  A  Riddle.     (G.  S.  B.) 

G.  Cows  and  Horses.     (G.  S.  B.) 

7.  The  Little  Horse.     (G.  S.  B.) 

8.  The  Mango.     (A  Hawaiian  subject.^ 

9.  Cornelia.     (Story  taken  from  Roman  history.) 

10.  Bambo.     (G.  S.  B.) 

11.  May  Day.     {A  Hawaiian  subject.) 

12.  Right  and  Left.     (G.  S.  B.)     (This  is  a  story  of  Minamoto  Yoshiiye,  one  of  the 

gi'eatest  generals  of  Old  Japan.  The  lesson  tells  that  once  this  general  placed 
all  of  his  soldiers  who  had  distinguished  themselves  in  the  day's  battle  on  the 
left  side,  and  those  who  did  not  perform  any  act  of  valor  on  the  right  sick.  By 
so  placing  all  his  followers,,  the  general  encouraged  men  to  strive  their  utmost, 
and  in  every  battle  they  were  victorious.) 

13.  The  Cardinal  Points.     (G.  S.  B.) 
1-1.  The  Lizard.     (A  Hawaiian  subject.) 

15.  ^^Tiat  to  take  to  school.     (G.  S.  B.)     (The  answer  gixen  is  "carry  your  eyes,  car. 

and  mouth,") 

16.  Washington's  Honesty.     (Story  from  American  history.) 

17.  The  Mountain  Apple.     (Ohia — a  Hawaiian  subject.) 

18.  The  Frog.     (G.  S.  B.) 

19.  The  Frog  and  the  Spider.     (G.  S.  B.) 

20.  The  Frog's  Mother. 

21.  "Yes,  right  now!"     (G.  S.  B.)     (It  is  a  story  of  a  girl  u'ho  always  replied  to  lier 

mother's  request  to  do  anything — "Yes,  right  nov\'!"  but  did  not  try  to  do  any- 
thing.) 

22.  The  Sea.     (G.  S.  B.) 

23.  The  Salt. 

24.  The  Crab. 

25.  The  Shell.     (G.  S.  B.) 

2f).  Urashima.     (G.  S.  B.)     (A  Japanese  fairy  story.     Urashima  is  the  Japanese  Rip 
Van  Winkle.) 

27.  Same. 

28.  Our  Plantation.     (A  Hawaiian  subject.) 

29.  The  View  from  the  Mountain  (Punchbowl).     (A  Hawaiian  subject.) 

30.  Mount  Fuji. 

31.  Jajjan's  greatest  mountain.     (In  verse — G.  S.  B.) 

32.  Hunting  on  Mount  Fuji.     (G.  S,  B.)     (It  is  a  story  of  Minamoto  Tadatsune,  a 

great  hero  of  Japanese  history  who  killed  a  huge  boar  by  hurdling  on  its  back 
from  his  horse,  "Tlie  people,"  the  story  concludes,  "cheered  so  loudly  that 
even  the  mountain  seemed  to  crumble  down.") 

33.  The  Tare.     (A  Hawaiian  subject.) 

34.  The  Tenchosetsu.     (The  Emperor's  birthday.)     (G.  S.  B.— slight  alterations.) 

35.  The  Fingers.     (G.  S.  B.) 
30.  The  Good  Children. 

37.  Pla>dng  Store.     (G.  S.  B.) 

38.  The  Man-eating  Shark.     (A  Hawaiian  subject.) 

39.  The  Proud  Sazae.     (Sazae — ^Tur})0  cornutus,  horned  top — sort  of  shell  fish.)     (G. 

S.  B.) 

40.  The  Cereals.     (G.  S.  B.) 


JAPAXESE   LANGUAGE    SCHOOL   TEXTBOOKS.  08 1 

The  Clock.     (G.  S.  B.) 
Song  of  the  Clock.     (In  verse — G.  S.  B.) 
A  Riddle.     (G.  S.  B.) 
The  T^liite  Rabbit.     (G.  S.  B.) 

The  "^Tiite  Rabbit  and  God  Okuninushi.     (A  prehietoricul  personage.) 
Sympathy. 

Sugar.     (A  Hawaiian  subject.) 
A  Child's  Heart.     (G.  S.  B.) 
A  Mother's  Heart.     (G.  S.  B.) 
Ohinasama— Girls'  Festival.     (G.  S.  B.) 

Xasuno  Yoichi.     (G.  S.  B.)     UA  story  of  a  hero  in  Japanese  history  who  was 
52.  Xasuno  Yoichi.     (G.  S.  B.)     /      adept  in  the  use  of  bow  and  aiTow.) 

PRIMARY  BOOK  NO.  3. 

1.  The  Stone  Door  of  Heaven.     (G.  S.  B.)     "Amatearasu  was  a  very  soft  hearted 

goddess.  Her  younger  brother,  Susa-noo-no-mikoto,  was  a  very  rough  god. 
He  did  many  mischievous  things.  His  sister,  Amaterasu-00-mikami  (the  real 
sun  goddess),  was  always  patient  with  him.  One  day  the  god,  Susa-noo-no- 
mikoto,  took  the  skin  from  a  li'\T.ng  horse  and  threw  it  (the  horse)  into  his  sister's 
V7ea\ing  room.  The  sun  godde&s  was  very  much  surprised  and  she  hid  herself 
inside  of  the  Stone  Door  of  Heaven. — "How  terrible!  The  world  which  until 
now  was  bright  is  dark  and  bad  people  began  to  do  bad  things.  ^lany  gods 
conferred  as  to  how  to  bring  her  out  and  began  to  dance  before  the  door.  At 
that  time  a  goddess  by  tlie  name  of  Ame-no-uzume-no-mikoto  danced  an  in- 
teresting dance  which  made  the  gods  laugh  and  clap  their  hands.  Because  of 
this  noise,  the  sun  goddess  opened  the  door  a  little  and  when  she  peered  out 
Tajikara-no-mikoto,  a  strong  god,  took  her  out  by  the  hand  and  led  her  forth. 
It  is  said  that  from  that  time  the  world  was  bright  again." 

2.  The  Golden  Kits.     (G.  S.  B.). 

3.  Placing  the  Boat.     (In  verse — G.  S.  B.) 

4.  Studies  of  Arai  Hakuseki — a  great  Confucianist  (1710). 

5.  Ulu.     (A  Hawaiian  subject.) 

6.  The  Travels  of  Water.     (The  story  of  the  drop  of  rain.) 

7.  Same.     (G.  S.  B.) 

.^.  Kapiolani  Park.     (A  Hawaiian  subject.) 
9.  The  Aquarium.     (A  Hawaiian  subject.) 

10.  Kusanagi-no-tsurugi.     (The  Herb-Quelling  Sword.)     (G.  S.  B.)     (''Keiko  Tenno 

is  the  twelfth  Emperor  from  Jinmu  Tenno.  He  commanded  Yamato- taker u- 
no-mikoto  to  make  an  expedition  to  Western  Yezo.  Yamato-takeru-no-mikoto 
first  went  to  Ise  to  pray  at  Jingu  (temple  of  the  Sun  Goddess).  Then  he  said 
farewell  to  his  aunt,  Yamato-hime-no-mikoto.  At  that  time  she  gave  Ameno- 
murakumo-no-tsiu-ugi  (a  sword).  On  the  road  Yamato-takeru-no-mikoto  sub- 
dued many  bad  people  and  when  he  came  to  Suruga  (a  pro^ince),  the  enemy  at 
that  place  seemed  to  euiTender .  '  In  this  place  there  ao-e  many  deer ;  you  should 
hunt,'  the  enemy  urged  him.  'Tliat  will  be  fun,'  said  3»Iikoto,  and  he  walked 
into  the  held.  When  the  enemy  saw  this  they  set  fire  to  the  four  sides  of  the 
field  to  try  to  kill  him.  Mikoto  noticed  the  enemy's  trick,  took  out  the  sword 
and  cut  down  the  grass,  and  wonderfully,  the  Avind  changed  to  the  direction  of 
the  enemy  and  he  escaped  from  the  danger.  From  this  time  we  call  this  svcord 
Kusanagi-no-tsurugi. ' ' 

11.  The  Carp.     (G.S.B.)     (The  practice  of  fl>ing  the  paper  carp  above  a  house  on  May 

5,  the  festival  of  boys  in  Japan.  This  custom  is  very  popular  in  Japan.  Th« 
idea  is  that  the  boys  may  become  strong  and  brave  like  the  carp  going  up  the 
falls  in  certain  season  of  the  vear.) 


382  APPENDIX.      • 

12.  Helping  Mother.     (G.  S.  B.) 

13.  Tlie  Boy's  Eye  Marks. 

14.  The  Pickled  Plums.     (G.  S.  B.) 

15.  Tea  and  Coffee.     (G.   S.   B. — -with   slight  alteration.)     (Coffee's  description  is 

Hawaiian.) 

16.  An  Obedient  Girl. 

17.  Independence  Day.     (An  American  subject.) 
1^.  The  Surf-riding.     (A  Hawaiian  subject.) 

19.  The  Hawaiian  Islands.     (A  Hawaiian  subject.) 

20.  The  Kukui.     (A  Hawaiian  subject.) 

21.  Post  Cards.     (G.  S.  B.) 

22.  Melons.     (G.  S.  B.) 

23.  The  Bat.     (G.  S.  B.) 

24.  Story  of  the  Mosquito.     (A  Hawaiian  subject.) 

25.  Fire. 

26.  Uyesugi  Kensin.     (A  great  historical  figure.     The  lesson  deals  with  TJyesugi's 

great  respect  toward  his  teacher. ) 

27.  Arbor  Day.     (A  Hawaiian  subject.) 

28.  The  Deer's  Mirror.     (G.  S.  B.) 

29.  Hiyodorigoe-no-sakaotoshi.     (G.  S.  B.)     (It  deals  with  the  famous  battle  of  Heike 

and  Genji.) 

30.  Same. 

31.  Honolulu.     (Places  of  interest;  a  Hawaiian  subject.) 

32.  The  Letter  from  Honolulu.     (A  Hawaiian  subject.) 

33.  The  Picnic. 

34.  Taro's  Diary. 

35.  The  Strong  Child. 

36.  Battle  of  Ujikawa.     (Taken  from  Japanese  history.) 

37.  Lei.     (A  Hawaiian  subject.) 

38.  The  Clever  Child.     (Taken  from  a  Chinese  story.) 

39.  Pineapples.     (A  Hawaiian  subject.) 

40.  A  Good  Boy. 

41.  Textiles. 

42.  Proverbs.     (Japanese.) 

43.  Jingu  Kogo.     (The  story  of  the  subjugation  of  Korea  by  Empress  Jingo  Tenno, 

A.  D.  201  to  269.) 

44.  Human  Sympathy.     (Verse.) 

45.  The  Bear. 

46.  The  Old  Desk. 

47.  The  Harbor. 

48.  Osaka.     (Bridgeport  of  Japan.) 

49.  Counting  Song.     (Verse.) 

50.  Shotoku  Taishi.     (The  man  who  established  Buddhism  as  the  state  religion.) 

51.  Washington.     (An  American  subject.) 

52.  Discovery  of  Fire.     (Taken  from  Hawaiian  folklore.) 

53.  Same. 

54.  Rice. 

PRIMARY  BOOK  NO.  4. 

1.  Kusunoki  Father  and  Son.     (G.  S.  B.)     (The  story  Avhich  is  singled  out  as  the  best 

illustration  of  Japanese  patriotism.) 

2.  Same. 

3.  Letter  of  Inquiry  and  Answer. 

4.  One  Kind  of  Bean. 


JAPAXESE   LANGUAGE    SCHOOL   TEXTBOOKS.  SSS 

5.  Hojo,  Yasutoki.     (G.  S.  B.)     (A  short  sketch  of  Hojo,  who  Avas  a  firm  believer  in 

Buddhism.) 

6.  Brothers. 

7.  Hamihaho  Kiichi.     (G.  S.  B.)     (The  story  of  famous  blind  writer.) 

8.  Work  with  Hands.     (G.  S.  B.) 

9.  Bon  and  Decoration  Day.    (Compares  the  Memorial  Service  for  the  dead  in  Hawaii 

and  America  with  that  of  Japan.     The  lesson  brings  in  the  significance  of  Bon, 
a  memorial  service  among  the  Buddhists.) 

10.  Imperial  Japan.     (A  description  of  Japanese  islands  and  possessions.     It  notes 

the  fact  of  Jinmu  Tenno's  accession  2,570  years  ago  and  the  present  emperor 
as  123d  in  direct  line.) 

11.  Same. 

12.  Tokyo,  Japan.     (It  describes  the  places  of  interest.) 

13.  Silk  Worms  and  Tea.     (G.  S.  B.) 

14.  Porcelain  and  Lacquer.     (G.  S.  B.) 

15.  Wife  of  Yamanouchi.     (G.  S.  B. — story  of  a  wife's  thrift.) 

16.  The  Family  Crests.     (G.  S.  B. — deals  with  coats-of-arms  of  important  families  in 

Japan.) 

17.  Tenbinbo.     (The  stick  used  for  carr\drig  baskets.) 

18.  Dogs.     (G.  S.  B.) 

19.  Sakanouye-no-Tamuramura.     (The  story  of  a  giant  general;  attempts  to  portray 

the  valor  of  the  man.     Taken  from  Japanese  history.) 

20.  Water  and  Body.     (G.  S.  B.) 

21.  Care  of  the  Body. 

22.  A  Letter  Concerning  Mango,  and  its^answer. 

23.  Living  Things  of  the  Sea.     (G.  S.  B.) 

24.  Same. 

25.  Mind  in  all  Things.     (Verse.) 

26.  Story  of  a  Voyage.     (G.  S.  B.) 

27.  Same. 

28.  The  Ungrateful  Soldier.     (It  is  a  story  of  war  between  the  Swedes  and  Danes.    A 

wounded  Dane  offered  his  canteen  to  a  wounded  Swede,  who  tried  to  kill  him. 
He  spared  his  life  and  was  rewarded.) 

29.  A  Letter  Concerning  a  Picture  and  Answer. 

30.  To  Work  is  People's  Duty. 

31.  The  White  Sparrow. 

32.  Same. 

33.  Kato  Kiyomasa.     (Stor>'  of  a  great  general  who  invaded  Korea.     Attempt  is  made 

to  show  wherein  lies  the  greatness  of  a  great  man.) 

34.  Florence  Nightingale. 

35.  The  Blacksmith. 

36.  The  Japanese  Flower  Calendar,     (Verse.) 

37.  Matches. 

38.  Yamada  Nagamasa.     (A  story  of  a  famous  general  Avho  went  to  Siam  and  became 

a  king  of  that  nation.) 

39.  One  Day.     (Verse.) 

40.  The  Forty-seven  Renins.     (Taken  from  Japanese  history.) 

41.  Same. 

42.  The  Bird. 

43.  The  Stomach  and  the  Body. 

44.  Franklin.     (An  American  subject.) 

45.  The  Tiger  and  the  Cat.     (Msop  Fable.) 

46.  Around  the  World. 


384  APPENDIX. 

47.  Same. 

•IS.  Hawaii.     (Description  of  the  Hawaiian  Islands  with  map.) 

49.  Washington's  Bii'thday  and  Mid-Pacinc  Carnival.     (A  Hawaiian  subject.) 

50.  Seishimaru.     (Taken  from  Japanese  histoiy.) 

51.  The  Owl  returns  a  FaA'or.     (A  Hawaiian  story.) 

52.  Same. 

b?>.  The  Brave  Sailor.  (The  story  of  a  sailor,  ]\liura  Torajiio,  who  v^as  -v^oundcd  and 
killed  in  the  battle  of  the  Yellow  Sea.  .Another  story  of  patriotism.  The 
lesson  is  partly  in  verse  and  partly  in  prose.  Both  attempt  to  show  liow  Ihe 
dying  sailor  thought  of  his  country.) 

54.  Public  Interest.  , 

55.  Napoleon, 

50.  Same.  (The  lesson  ernphasizes  the  qualities  of  Napoleon— the  audacity  ahd 
courage.) 

PRIMARY  BOOK  NO.  5. 

1.  Amaterasu-o-mi-kami.     (Taken  iTom  Japanese  history.)     ("Kotai  Jingu  is  at  Uji 

ITamada  in  Ise.  This  is  the  temple  of  the  Sun  Goddess.  The  Sun  Goddess  is 
the  ancestress  of  the  Imperial  House.  A  long  time  ago  0-mii-mikami  (Sun 
Goddess)  gave  to  her  grandchild,  Ninigi-no-mikoto,.  the  land  of  Japan.  'This 
country  must  be  ruled  by  my  descendants.  Go,  Imperial  grandsons;  thy  throne 
between  earth  and  heaven  shall  be  without  end.'  she  said.  Ninigi-no-n-ikoto 
listened  attentively  and  taking  many  followers  he  came  dov.n  to  this  country. 
This  is  the  beginning  of  Japanese  tiistoiy .  At  that  time  the  Sim  Goddess  gave 
him  the  Yamato  Mirror,  Amenomm-akumo-no-tsurugi  (the  sword  already  men- 
tioned in  Book  ?>,  Lesson  9)  and  A^asakani  Jewels.  These  are  called  three  sacred 
treasures.  They  arc  handed  do^^n  to  the  hereditary  em-perors  as  pymboJs  oi 
power.     The  song  of  ]\[eiji  Tenno  (died  1010): 

Prom  the  age  of  the  Gods 

The  Sacred  Treasures  have  corne  down 

To  govern  the  tand  of  Japaii. 

From  Ninigi-no-mikoto,.  diuring  three  generations  the  capitol  v.as  in  Kyushu. 
This  is  called  the  Age  of  Gods." 

2.  Jinmu  Tenno.     (Taken  fi'om  Japanese  History.)     (Jinmii  Tenno  is  the  fourth 

generation  after  Ninigi-no-mikoto.  He  is  the  grandchild.  TsTien  he  vras  in 
Hyuga,  in  the  eastern  part  there  were  mxany  bad  people.  Jinmu  Tenno  .subdued 
them  and  he  made  the  people  contented.  Jinmu  Tenno  took  his  brother  and 
his  child  and  m.any  foUowera  and  lived  in  Hyuga.  And  from  this  time  during 
some  tens  of  years  thev-  encountered  many  hardships.  One  time  a  strong  enemy 
made  war  and  his  brother  was  lost,  but  at  last  the  enemy  was  subdued  and  he 
acceded  to  the  thi'one  of  Yamato-no-kuni,  Kashiwara-no-mjya.  Counting  from 
the  sixth  year  of  Taisho  (1917)  it  was  2,577  years  ago  that  this  occurred.  Jinmu 
Tenno  is  called  the  first  emperor,  and  the  pi-esent  emperor  is  the  one  hundred 
and  twenty -second.") 

3.  From  Honolulu  to  A^okohama. 

4.  Three  Views  of  Japan. 

5.  The  Grand  Parents. 

G.  Sugita  Iki.     (Again  the  story  of  loyalty  to  master.) 

7.  The  Sailor's  Mother.     (The  letter  of  a  mother  to  her  son  on  "Takachilio"  tugging 

him  not  to  be  afraid  of  sacrificing  his  life  for  the  eountry's  sake.  It  is  again  the 
attempt  to  arouse  one's  sense  of  loyaltv  to  his  country. ") 

8.  Mother's  Day.     (Mother's  Sunday.)  ' 


JAPANESE  LANGUAGE   SCHOOL  TEXTBOOKS.  385 

0.  Chinese  Literatiu-e  and  Buddhism.  ("In  Japan  at  the  present  tirae  they  ha\e  the 
kana  [Japanese  syllabri  ]  and  the  kanji  [Chinese  characters].  The  origin  of  the 
kanji  was  in  China,  and  gradually  came  to  be  used  in  Japan.  Of  the  kana, 
kata-kana  are  parts  taken  from  the  kanji  character.  Chinese  va-iting  as  well  as 
Chinese  I.iteratiu-e  spread.  That  was  1,600  years  ago,  during  the  reign  of  Ojin 
Tenno.  Ojin  Tenno's  mother  was  Jingu  Kcgo,  After  Jingu  Kogo  had  subdued 
the  three  Han  states  (Korea),  they  gave  many  things.  One  year  Kudara-nc- 
kuni  (one  of  the  states)  brought  Chinese  books  on  literature  and  from  that 
country  came  a  teacher  named  Wani.  He  taught  many  princes.  From  that 
time  Chinese  writing  was  used  and  Chinese  literature  was  studied  in  Japan. 
Two  himdred  and  sixty  years  after  that  time,  Buddhism  also  came  fi'om  Kudara. 
In  the  beginning  there  was  a  dispute  about  this  doctrine.  But  gradually  it 
spread  throughout  Japan.  We  learned  before  how  Shotoku  Taisho  woiked 
for  the  spread  of  Buddhism  in  Japan.'')     (Book  3,  Lesson  50.) 

10.  Inventions  of  IModern  Times.     (Watt,  Fulton,  Stevenson,  Morse,  Bell.  Edison, 

Marconi.) 

11.  James  Watt. 

12.  From  Tokyo  to  Aomori. 

13.  Nikko.     (G.  S.  B.)     (Describes  the  temples  and  tombs  of  shoguns.) 

14.  Kokugi.     (Describes  the  national  pastimes  and  games  of  different  countries.) 

15.  Tenji  Tenno  and  Fujiwara  Kamatari.     (Taken  from  Japanese  history.) 

16.  Head  Dress.     (Hats,  etc.,  of  different  nationalities.) 

17.  The  Red  and  White  Balls. 

IS.  Sightseeing  in  Hokkaido.     (Northern  Japan  -vsith  map.     Chaps.  IS  and  19.) 
10.  Care  of  Health. 

20.  Nara  Period.     (Describes  very  briefly  the  golden  age  of  Buddhism  and  Chinese 

literature  in  Japan.) 

21.  Wakino  Kiyomaru.     (The  story  of  a  fearless  patriot  who  frustrated  the  attempt  of 

the  priest  Dokyo,  a  paramom*  of  the  Empress  Shotoku,  to  ascend  the  throne. 
He  was  banished  only  to  return  at  the  end  of  the  empress'  reign.) 

22.  Visiting  the  Sick. 

23.  A  Girl's  Saving. 

24.  Abeno  Nakamaro  and  Kibi-no-Makibi.     (Two  personages  in  Xara  Period  who 

studied  in  China.     The  last  named  invented  the  Japanese  syliabry.) 

25.  Currency,  Weight  and  Measures. 

26.  Sights  of  Japan. 

28.  Kanmu  Tenno.     (Includes  the  account  of  two  scholars,  Saiclio  and  Kukai,  who 

went  to  China  and   studied   Buddhism,    and   their   acti\-ities   in    spreading 
Buddhism  after  their  return  to  Japan.) 

29.  Kioto.     (Describes  the  Buddhist  temples.) 

30.  Fujiwara.     (The  Fujiwara  family  was  most  powerful  in  the  ]^.Iiddle  Ages.) 

31.  Choryo  and  Kanshin.     (Taken  from  Chinese  liistory.) 

32.  From  Nagoya  to  Niigata,  Japan. 

33.  Genii  and  Heiji.     (Describes  the  account  of  the  Wars  of  Hoses  [of  Japan].) 
.34.  Same. 

35.  A  Letter  to  a  Friend. 

36.  A  Book. 

37.  Hojo  Tokim^une.    (Describes  the  account  of  the  Mongol  iuA'asion  of  Japan.) 

38.  A  Winter  view  of  Japan. 

39.  Mines  of  Japan.     (G.  S.  B.) 

40.  Revival  of  Kenbu  Period.     (Forty  years  after  the  Mongolian  invasion.) 

41.  The  Dew  under  the  Pine.     (Poem.) 

42.  Era  of  Yoshino.     (Taken  from  Japanese  history.) 


386  APPENDIX. 

43.  Kojima  Shoyen.     (Describes  his  loyalty  and  obedience  to  the  aged  mother.) 

44.  FloAvered  Matting. 

45.  An  Order,  and  Answer. 

46.  Ashikaga-  Period.     (Describes  the  two  famous  Buddhist  temples  in  Kioto,  Kin- 

kakuji  and  Ginkakuji.) 

47.  The  Battle  of  Kawanaliajima.     (Taken  from  Japanese  history.) 

48.  A  \^^ialing  Vessel. 

49.  A  Brave  Girl.     (The  Story  of  Grace  Darling.) 

50.  Captain  Cook.     (Discovery  of  Havraii.) 

51.  Oda  Nobunaga.     (First  Shogun  of  Japan.) 

52.  Toyotomi  Hideyoshi.     (Account  of  his  rise.) 

53.  From  Nagoya  to  Uji  Yamada. 

54.  Gratitude.     (The  story  of  Hideyoshi's  wife.) 

55.  Thanksgiving  Day  and  Harvest  Festival.     (Comparison  between  the  Puritans' 

Thanksgiving  and  early  festival  in  Japan.) 
5G.  Hot  Springs. 

57.  The  Great  King  Kamehameha. 

58.  Arctic  Expeditions.     (Narrates  the  various  expeditions.) 

59.  Same. 

60.  Hawaiian  Correspondence.     (From  Hawaii  to  Japan,  and  from  Hawaii  to  America.) 
()] .  Stories  of  the  Post. 

62.  Courtesy. 

63.  General  Nogi.     (In  verse.)     (Extolling  the  heroism  and  loyalty  of  the  general 

to  his  country.) 

64.  General  Grant.     (His  life  and  trip  to  Japan.) 
€-5,  Travels  in  Yamato. 

66.  Same. 

67.  The  Potato  King.     (Account  of  George  Shima  of  California.) 

68.  Hawaii.     (In  verse.)     (English  translation  given  in  the  textbook.) 

PRIMARY  BOOK  NO.  6. 

1 .  Imperial  Rescript  on  Education. 

2.  The  Honey  Bee. 

3.  The  Division  of  Labor. 

4.  TheV7ind. 

5.  Osaka  (Japanese  City). 

6.  Tokugawa  lyeyasu.     (The  account  of  the  founder  of  the  Tokugawa  dynasty  of 

Shoguns.) 

7.  Columbus'  Discovery  of  America. 

8.  Fixing  One's  Aim  in  Life. 

9.  Kobe  and  Okayama.     (Japanese  cities.) 

10.  The  Inland  Seas.     (Description  of  the  sea  between  Japanese  islands.) 
n.  The  Shogun  Tokugawa.     (The  account  of  the  Tokugawa  Dynasty.) 

12.  Baseball  and  Football. 

13.  The  Ideal  Physique. 

14.  The  Pacific  Coast  of  the  United  States. 

15.  Same.     (Description  with  map.) 

16.  The  Paradise  of  the  Pacific.     (Hawaii.) 

17.  The  Duty  of  the  Hostess. 

18.  Arai  Hakuseki.     (The  account  of  the  famous  Confucianist.) 

19.  The  Four  Seasons. 

20.  Washington. 

21.  Famous  places  of  Honolulu. 


JAPANESE  LANGUAGE   SCHOOL   TEXTBOOKS.  387 

22.  One  Year  in  Honolulu. 

23.  Travel  in  Shikoku.     (One  of  the  main  Japanese  Islands.) 

24.  Same. 

25.  Three  Eccentric  Persons  of  the  Kansei  Period.     (Gives  account,  very  briefly,  of 

Gamo  Kunpei,  Takayama  Hikokuro,  and  Hayashi  Shihei.  The  lesson 
tells  that  this  period  for  the  first  time  began  to  see  the  rise  of  nationalism 
in  Japan.  Kunpei  traveled  the  whole  nation,  urging  the  people  to  back 
the  movement  to  rebuild  the  imperial  tomb.  Takayama,  bewailing  the 
weakness  of  the  imperial  power  and  the  tremendous  prestige  and  power  of 
the  Shoguns,  praj^ed  on  the  Sanjo  bridge,  Kioto,  for  the  Imperial  House- 
hold. Hayashi  studied  the  conditions  of  the  foreign  countries  and  wrote 
a  book  on  the  military  defense  of  the  nation.) 

26.  Lincoln. 

27.  The  Home. 

28.  Making  the  Camps  Beautiful.     (Plantation  camps./ 

29.  Kamakura.     (The  seat  of  the  old  Shogun  Government.) 

30.  Seki  Takayori.     (The  account  of  great  mathematician.) 

31.  The  Opening  of  the  Nation.     (Commodore  Perry's  Expedition.) 

32.  Hiroshima  and  Yamaguchi.     (Description  of  two  provinces  in  Japan,  from  which 

most  of  the  Japanese  in  Hawaii  have  come  to  Hawaii.) 

33.  Japanese  Woman. 

3-1.  The  Drummer  Boy.     (A  French  story.) 

35.  Suez  and  Panama  Canals. 

36.  Time. 

37.  An  Iu\dtation. 

38.  The  Protecting  Light  House.     (Poem.) 

39.  The  Kamon  Channel.     (The  Western  entrance  to  the  inland  sea.) 

40.  The  Great  P^eign  of  Meiji.     (Extols  the  remarkable  progress  of  Japan  under  the 

Emperor  .leiji  (died  1910).  The  les.son  is  illustrated  with  the  picture  of  Meiji 
Tenno.) 

41.  Public  and  Private  Business. 

42.  Kumamoto  and  Fukuoka.     (Two  provinces  in  Japan.     Japanese  from  these  two 

proATinces  well  represented  in  Hawaii.) 

43.  Japanese  Agriculture. 

44.  About  Formosa. 

45.  The  Music  of  the  Street  Corner.     (Story  of  Alexander  Bouche.) 

46.  Kagoshima  and  Nagasaki.     (Description  of  two  cities.) 

47.  Spinning.     (Cotton  industry  of  Japan.) 

48.  Cooperative  Spirit. 

49.  The  War  of  .lapan  and  Russia. 

50.  America  and  Hawaii.     (Very  brief  account  of  Hawaii  from  the  coming  of  the 

American  missionaries  to  the  annexation  of  Hawaii  to  the  United  States.) 

51.  Japan  and  Hawaii.     (Brief  account  of  Hawaii's  relationship  with  Japan.) 

52.  History  of  the  Coming  of  Japanese  to  the  Hawaiian  Islands. 

53.  Pearl  Harbor.     (Brief  description  of  the  naval  station.) 

54.  Cecil  Rhoads. 

55.  About  Saghalien.     (Description  of  Japanese  possession  on  that  island.) 

56.  Commerce. 

57.  Story  of  the  Declaration  of  Independence. 

58.  A  Child  of  the  Sea.     (Poem)  "  I'am  the  child  of  the  sea.  " 

59.  Prince  Takehito  on  Board  the  Battleship.     (Account  of  the  early  naval  training 

of  Prince  Takehito  Arisugawa.  Prince  was  educated  under  Captain  Cleveland 
on  British  Battleship  "Iron  Duke.") 


388  APPEXDIX. 

60.  History  of  the  Bank. 

61.  The  Morimiira  Company  of  Xew  York  City.     (Account  of  Baron  Morimura's 

business  ethics.)  (Note:  Baron  IchizaemonMorimuraisoneof  the  most  remark- 
able Japanese  merchants.  He  became  a  Christian  the  later  part  of  his  life, 
and  traveled  the  whole  country  preaching  the  Gospel.  He  died  beginning  of 
this  year.) 

62.  The  Mixture  of  American  Bace.     (Account  of  the  American  melting. pot.) 

63.  Good  Citizenship. 

NoTK. — For  contents  of  Grammar  Grade  Books  Xos.  1  ami  2,  sec  Chapter  III  of  this  report. 


JAPANESE  HIGH  SCHOOL  (HONGWANJI  BUDDHIST)  TEXT- 
BOOKS. 

Revised  High  School  Reader.  Edited  by  Brof.  Yaichi  Haga.  Published  by  Fumi- 
yama  Bo.  Each  marked  "Approved  by  the  Department  of  Education." 
Date  of  Revision,  October,  1912. 

BOOK  I. 

1.  Our  Home.     (Description  of  the  home,  how  built,  traditional  usages,  the  family 

hearth,  the  family  Buddhist  shrine,  the  family  treasures,  the  sword,  etc.) 

2.  The  Early  Spring.     (In  verse.) 

3.  The  Cherry  Blossom.     (Description — ''The  Cherry  blossom  (an  with  pride  be 

said  to  be  the  national  flower  of  the  Japanese,  "  etc.) 

4.  On  the  Banks  of  the  Tonegawa.     (River  Tone.)     (Description.) 

5.  The  Farewell  to  the  Birthplace. 

6.  From  the  Country.     (A  letter — description  of  its  beauty.) 

7.  The  Social  Intercourse. 

8.  A  Spartan  Warrior.     (The  training  of  Spartan  youth,  extolling  the  loyalty  and 

courage  of  Spartan  warrior.) 

9.  A  Talking  Turtle.     (A  Korean  story.). 

10.  The  Great  Empire.     (A  song  extolling  the  beauty,  greaiue.S'^  of  the  land,  spirit 

of  the  people,  the  unbroken  line  of  Mikado,  etc.) 

11.  The  Capture  of  203  Metre  Hill  (Battle  of  Port  Arthur^     (A  long  description  in 

nine  pages.) 

12.  Lieut.  Sakuma.     (A  story  of  heroism.) 

13.  Commander  Hirose.     (In  verse;  extolling  his  heroism.) 

14.  Yushu  Kv\-an.     (The  museum  in  the  premises  of  Yasukuni  Jinsha,  Tokyo,  which 

exhibits  the  captured  guns,  rifles,  and  other  vspoils  of  the  Russo-Japanese  War.) 

15.  Work  Well  and  Play  Well. 

16.  The  Boy  Scouts  of  England. 

17.  The  Boyhood  of  Bismarck.     (A  narrative  in  nine  pages.) 

18.  The  Oriental  Jokes:  (a)  Japan,  (b)  China,  and  (c)  India. 

19.  The  Great  Walls. 

20.  A  Letter  to  a  Schoblm.ate. 

21.  On  the   Hakone  Road.     (Description  of   famous  places — Odowara,    Soun-ji   (a 

temple),  and  the  Hakone  Pass.) 

22.  The  Vanguards  at  Ujigawa  (River  Uji).     (The  story  of  the  famous  battle.) 

23.  The  Renins  Retire  to  Sengakuji  (Sengaku  Temple).     (The  story  of  forty-sevon 

ronins  after  their  revenge  on  Kozukenosuke.) 

24.  The  Return  to  Home.     (A  description.) 

25.  The  Moon  of  Four  Seasons. 

26.  A  Letter,  inviting  a  friend  to  swimming,  and  its  answer. 


JAPAXESE   LANGUAGE   SCHOOL   TEXTBOOKS.  389 

27.  Bankokii  no  Ryomi  (^Coolness).     (A  description.) 

28.  Amano  Hashidate.     (A  description  of  famous  Japanese  scenery.) 

29.  A  Daily  of  Rural  Life. 

30.  The  Siberian  Railroad. 

31.  Prince  Ito's  Ad\-ice.     (''Every  man  is  born  with  a  co'taiu  definite  task.     I  do 

not  urge  you  to  follow  my  will  unwillingly.  If  that  is  }-our  innate  task,  I 
would  not  regret  it  even  if  you  may  become  a  beggar.  If  you  desire  to  follow  my 
will,  ])e  above  all  loyal  to  our  emperor.  Japan  is  a  small  nation,  but  with  the 
emperor  as  a  center  we  have  developed  the  country  intei'nally  and  externall\'. 
That  is  the  reason  we  are  enjoying  today  a  great  pi-ospeiity.  A  Japanese,  no 
matter  whether  he  be  an  official,  or  merchant,  or  an  ordinary  citizen,  should 
be  loyal  to  the  imperial  family  of  unbroken  lineage,  and  should  realize  that 
ids  mission  is  to  share  in  making  Japan  an  upholder  of  peace  in  tlie  Orient. 
Xext  to  loyalty,  be  exceedingly  honest,  etc.  "; 

32.  Xinomiya  Sontoku.     (Biogi'aphy  of  a  famous  scholai'.) 

BOOK  n, 

1.  My  Album. 

2.  The  Joy  of  Home. 

3.  Raisanyo.     (A  biography.) 

4.  The  Star  and  the  Flower.     (In  verse.) 

5.  The  Music  of  Natui'e. 

G.  Xiii'a  Saburo.     (A  biography.) 

7.  The  Birds  of  Passage. 

8.  The  Vv^Lsdom  of  Monkey. 

9.  The  Rabbit  Hunt.     (A  description.) 

10.  A  Letter  to  a  Brother. 

11.  Soga  Brothers.     (A  story  of  filial  loyalty.) 

12.  Same. 

13.  Yoritomo  and  Goro.     (A  story  of  filial  loyalty.) 

14.  Winter  at  South  Sea, 

15.  Ounabara  (Great  Sea).     (A  song.) 

10.  The  Battle  of  Dan  no  Ura.     (The  famous  battle  between  Genji  and  lieishi.) 
17.  The  Visit  to  Dadaifu. 
IS.  Queen  Victoria. 

19.  The  Ruins  of  Egypt. 

20.  The  Protecting  Eyes  and  Arms  of  a  X'ation.     (The  stor\-  of  Iforatius.) 

21.  The  Greatest  Man.     (Dialogue  between  a  school  principal   and   pupils.     The 

story  leads  up  to  a  conclusion  that  the  gi^eatest  man  is  one  who  overcomes 
self. ) 

22.  Three   Great  Men   of  the   Restoration.     (Brief   biographies  or   Generals  Saigo, 

Okubo,  and  Kito.) 

23.  The  Old  Man's  New  Year's  Eve. 

24.  Christmas  and   New  Year.     (Description   of   Christmas  at  Berlin;  celebration 

under  the  Linden.) 

25.  A  Letter  to  a  friend  who  nK>urn3  over  the  death  of  iiis  death. 
2G.  The  Battle  of  Mukden. 

27.  Same. 

28.  The  Read^uards.     (Also  a  stoiy  of  the  battle  of  Mu  kden.) 

29.  The  Way  of  the  Brave.    (In  verse.     Extols  the  heroism  of  the  soldier.) 

30.  The  Characteristics  of  Englishmen. 

31.  Same. 

32.  Chukei  Ino.     (Biography  of  a  scholar.) 


390  APPEXDIX. 

BOOK  III. 

1.  ^ly  Birthplace. 

2.  A  Garden  of  Three  Feet  Square. 

3.  The  Four  Seasons.     (In  verse.) 

4.  The  Pilgrimage  to  Saikoko.     (A  description  of  places  noted  for  flowers.) 

5.  The  Visit  to  the  Imperial  Palace  at  Kioto. 

6.  The  Jinsha  (shrines).     (A  description  of  famous  shrines.) 

7.  The  Butsukaku  (Buddhist  temples).     (Description  of  famous  Buddhist  temples.) 

8.  A  Ship's  Route.     (Inverse.) 

9.  A  Daily  on  the  Steamer. 

10.  A  Letter  from  Odawara.     (Description  of  the  life  on  that  South  Sea  Island.) 

11.  The  Battle  of  Japan  Sea. 

12.  The  Same. 

13.  Lieut. -Commander  Shiraishi.     (A  eulogy.     Lieut. -Commander  Shiraishi  was  in 

command  of  the  third  blockade  expedition  against  Port  Arthur.) 

14.  The  Feeling  at  Early  Summer. 

15.  The  Village  in  the  Morning.     (Inverse.) 

16.  My  Boyhood. 

17.  Kii  Dainagon.     (Story  of  a  councillor  of  state,  Kii.) 

18.  From  the  Kiyomi  Promontory.     (A  description.) 

19.  The  Story  of  General  Moltke. 

20.  The  Siege  of  Kuma.m.oto  Fort.     (An  incident  of  Jeiji  Restoration.) 

21.  A  Mirror  Does  not  Reflect  the  Back. 

22.  Three  Species  of  Mankind. 

23.  Yukichi  Fukuzawa.     (Herald  of  Western  Culture.) 

24.  The  Story  of  Major  Fukushima's  exploits  in  Siberia. 
28.  The  Hike  on  Mount  Asama. 

26.  The  Mongolian  Customs.     (The  customs  in  Mongolia.) 

27.  A  Letter. 

28.  The  Voice  of  a  Mother. 

29.  AndreAV  Carnegie  in  Boyhood  Days. 

30.  The  Imperial  Family  and  The  Citizens.   (An  essay  on  the  allegiance  of  Japanese 

people  to  the  emperor.) 

BOOK  IV. 

1.  My  House. 

2.  The  Family  Seal.     (Depicts  some  famous  family  seals.) 

3.  The  Customs  of  the  Year's  Holidays.     (The  holiday  customs  mentioned  in  this 

chapter  are  mostly  Buddhist.) 

4.  The  Joy  of  Farming. 

5.  The  Song  of  the  Farmer. 

6.  The  Autumn.     (A  description  of  the  autumn  scenery  of  famous  beauty  spots.) 

7.  Down  the  Fujigawa  (River  Fuji). 

8.  Tokyo.     (A  description.) 

9.  Musashino.     (A  description  of  fields  and  woods.) 

10.  Shoun  Zenshi.     (A  story  of  famous  Buddhist  priest.) 

11.  The  Boyhood  of  Nobutsuna  Matsutaira. 

12.  The  Hawk  Hunt. 

13.  The  Blockade  Expedition  against  Port  Arthur.     (Story  of  heroic  deeds.) 

14.  The  Naval  Heroes. 

15.  The  Fall  of  Port  Arthur.     (In  verse.) 
Ki  Customs  and  Manners  in  Korea. 

17.  Sketches  of  Europe  and  America:  The  Mist  of  London,  Americans,  Germans, 
The  Streets  of  New  York  City. 


JAPANESE  LANGUAGE   SCHOOL  TEXTBOOKS.  391 

18.  The  Moon  of  the  Desert, 

19.  The  Jojr  of  Travel. 

20.  From  Kasagi.     (A  letter.) 

21.  The  Shijonawate.     (The  reminisceDce  of  old  battles.) 

22.  Takayama  Hikolcuro.    (The  stor}^  of  a  patriot  who  traveled  all  over  Japan  during 

the  rule  of  the  Shogunate  to  restore  the  imperial  rule.) 

23.  The  Joy  of  Keaven.     (A  letter.) 

24.  Kiyomori  and  Yoritomo. 

2-5.  Prince  Iwakura.     (A  great  Hgure  of  the  imperial  restoration.) 

26.  Same. 

27.  Same. 

28.  Men  Most  Needed  After  Death. 

29.  Patriotism.     Part  I. 
80.  Patriotism.     Part  TI. 

BOOK  V. 

1.  An  Evening  in  Spring.     (A  description.) 

2.  A  Springtime  Meditation. 

.3.  A  Detter.     (Describing  the  journey  from  Yechigo  to  ToIvao.) 

4.  The  Oi  River  Crossing. 

5.  Travel,   Past  and  Present.     (Describing  the  modes  of  travel,   the  attractions, 

dangers,  etc.) 

6.  An  Endless  Ship's  Route  (?). 

7.  Our  life  is  in  Your  Hand.     (Describing  the  incident  of  a  great  storm  during  the 

expedition  of  the  men  from  Kishu.) 

8.  A  Hero.     (A  manly  youth.     In  verse.) 

9.  A  Live  Man  of  Live  Society:  (a)  Soul  of  the  Great;  (b)  Soul  (.f  the  Child;  (c) 

Culture — what  does  it  mean?     (^7)  The  final  Moment;  (e)  The  Source  of  Dy- 
namic Power. 

10.  The  Parting  at  Sakurai.     (The  story  of  Kusunoki,  father  and  son.     A  stor\  of 

fihal  loyalty  and  loyalty  to  the  J^ord.) 

11.  Gamo  Kunpei  and  Ozawa  Roan.     (A  story  of  two  patriot  scholars  who  beautified 

the  sepulchi-e  of  emperors.) 

12.  A  Letter.     (Describing  the  famous  Buddhist  temple,  Shuzenji.) 

13.  A  Song  of  the  Summer. 

li.  Climbing  the  Nitkin  San  (]Mount  Fuji). 
15.  Chidaina.     (A  story  of  a  great  Buddhist  priest.) 

IG.  The  Chuzenji  Lake.     (A  description  of  the  lake  in  the  premises  of  famous  Bud" 
dhist  temple.) 

17.  The  Relation  between  the  Atmosphere  and  the  Appearance  of  the  Plant.     (An 

essay.) 

18.  The  T^ove  of  Natm-e.     (An  essay  which  leads  up  to  the  conclusion  that  the  essen- 

tial characteristic  of  Japanese  people  is  the  love  of  nature,  admiration  of  nature, 
and  intimacy  with  nature.) 

19.  The  Preservation  of  Natural  Scenery.     (An  essay.) 

20.  Hosokawa  Yusai  and  Ohta  Dokan.     (Story  of  tv/o  scholars.) 

21.  Toyotomi  Taiko.     (The  sketch  of  great  dictator.) 

22.  Ivingo,  The  Councillor. 

23.  Characteristics  of  the  Korean  People. 

24.  Up  the  Yangtse  River.     (Description  of  a  great  Chinese  river.) 

25.  The  Cocoanut.     (In  verse.) 

26.  Sugimoto  Kujuro.     (A  story  of  a  youth  who  committed  "hara-kiri''  when  com- 

manded to  do  £0,  and  lived  up  to  the  name  of  his  family.) 


392  APPENDIX. 

27.  Tho  Forty-seven  Eonins'  Plan  of  Revenge.     (A  story  of  men  v.ho  sacriPced  their 

lives  for  the  master.) 

28.  Self-Help.     (The  secret  of  success  is  self-help.) 

29.  Ni<*hiren-Jonin.     (A  story  of  a  great  Bud d hist  priest.) 

30.  To  Every  Young  ^^Jan.     (The  gist  of  the  essay  is;  ''Japan  of  pre-Neiji  era  was 

'  Japan  of  Japan . '  But  Japan  after  the  restoration  became  '  Japan  of  the  Orient. ' 
Nov,'  it  is  'Japan  of  the  World.'  Japan  is  now  undergoing  a  fierce  competition 
Vvithin  and  \dthout.  She  is  face  to  face  v/ith  two  alternatives:  rise  or  fall. 
For  us  li\T.ng  in  this  age  of  great  national  revolution,  VvO  should  press  onwpj-d 
in  spite  of  the  hardshi])s  and  shortcomings,  and  should  become  active  in  the 
world's  arena.  Strengthen  your  body,  rouse  yom-  spirit,  cultivate  your  wis- 
dom, and  nomish  your  pov,er,  etc.") 

31.  Language  and  Patriotism.     ("The  man  v;ho  truly  loves  bis  country  venerates 

the  language  of  his  country.  'J'he  characteristic  of  the  people  of  a  great  naiic^ai 
is  the  sincere  love  of  the  language  of  one's  country,  and  no  other's.  The  people 
of  such  a  nation  would  guard  it  and  Vv-ould  reform  it,  and  with  it  would  strive  to 
produce  good  and  loyal  citizens.  The  example  of  Germany  is  an  excellent 
one.  A  people  of  any  country  should  not  forget  two  tMngs:  th-e  lang-uag^  and 
the  history  of  their  country.  That  should  bo  the  prime  dut\"  of  o\ery 
Japanese.") 

BOOK  Yi. 

1.  Ilagi  (Flower — Lespedeza  bicolor).     (An  essay  with  verses.) 

2.  Tlie  ]\roon  of  Four  Seasons.     (A  description  vvitli  verses.) 

3.  Agriculture  in  Jajian.     (A  ti'ejitise.) 

4.  The  Protecting  Woods.     (A  description  of  the  woods  of  Ise.) 

5.  The  Country  and  the  Great  ■\ran.     (^in  essay.     It  tries  to  bring  home  the  fact 

that  a  great  man  has  always  come  out  of  the  country  district.  A  good  example, 
the  lesson  tells  us,  is  Bismarck.) 

6.  Glimpse  of  Prince  Ito.     (a)  Prince  Ito  and  Kobe  Daishi,  a  great  Buddhist  priest. 

Prince  Ito  looked  up  to  this  great  priest  as  an  ideal.  (6)  The  jVfanchurian 
Tour.     (Prince  Ito 's  impressions  in  verses.) 

7.  General  Nogi.     (Inverse.     Extols  his  greatness.) 

8.  Admiral  Togo's  Fare-\v'eli  Speech  to  the  Grand  Fleet. 

9.  Honda  Shigeji.     (The  stoiy  of  a  faithful  folio p.-er  of  Tokugawa  Shogun  who  risked 

even  his  life  to  save  the  life  of  his  master.) 

10.  The  Allegories  of  India:  Destiny  and  Wor]<:  The  Owl  and  the  Paven:  and  The 

Sparrow  and  the  Falcon . 

11.  The  Moon,  Snow,  and  Flower.     (A  des<-ri])tion.) 

12.  Japanese  verses.     (Inspiration.) 

13.  The  Letter  of  Otaka  Gengo  to  his  ^Mother, 
lb  An  Old  Scholar.     (An  essay.) 

15.  Watanabe  Sadashizu  (Watanabe  ICasan).     (Sketch  of  a  great  artist.) 
IC.  The  Jar  of  Nanking.     (The  story  of  a  man  who  from  his  greediness  was  not  able 
to  take  his  hand  out  of  tho  jar.) 

17.  An  Advice  to  a  Pupil. 

18.  An  Evening  of  the  New  Year. 

19.  The  Sea  on  New  Year.     (In  letter  and  verse.) 

20.  An  Evergreen  Tree. 

21.  Hannibal,  Part  I. 

22.  Same,  Part  II. 

2').  The  Tribute  to  Saigo  Takamori.     (A  great  figure  of  early  Meiji  period.     By 

Prince  Aritomo  Yamagata.) 
21.  The  Shiroyama.     (In  verse.     Shiroyama  is  the  Waterloo  of  Saigo  Takainori.) 


JAPANESE   LAXGUAGE    SCHOOL   TEXTBOOKS.  393 

25.  The  Hearing  of  Plea  boliind  the  Screen.     (A  story  of  a  famous  judge,  Okaye- 

chizen-no-kami.) 
2(3.  The  Merchant  of  Venice.     (The  trial  scene.) 

27.  Same. 

28.  The  Morality  and  The  Law. 

29.  Same. 

30.  Taira  no  Shigemori.     (The  story  of  a  great  personality  vrho  was  faitliful  to  his 

father  and  country.) 

31.  Ancestor  Worship.     (The  lesson  teaches  that  a  true  Japanese  should  always 

respect  his  forefathers.  The  greatness  of  Shinshu  Buddhism  is  that  it  has 
taught  the  people  to  respect  their  forefathers,  while  it  has  inculcated  the 
power  of  faith  and  the  future  life,  etc.) 

BOOK  VII. 

1.  Kyoto.     (A  description  of  the  old  capitol.) 

2.  The  Evening  in  Spring.     (In  verse.) 

3.  The  Sunshine  in  Spring  and  the  Autumn  Color. 

4.  The  Beautiful  Soul.     (In  verse.) 

5.  The  Battle  of  Okehazama.     (The  battle  between  Imagawa  Yoshimoto  and  Oda 

Xobunaga.) 

G.  The  Central  Plains  of  Empii-e.     (A  description  of  the  birthplaces  of  famous  his- 
torical figures.) 

7.  The  Rain.     (An  essay.) 

S.  The  Lake.     (Its  variety.) 

9.  Up  the  River  Hozu.     (A  description.) 

10.  The  Student  of  Summer. 

11.  Oku  no  Hosomichi.     (A  collection  of  essays.) 

12.  The  Last  i^Foment  of  Basho.     (A  great  poet.) 

13.  Basho,  The  Great  poet. 

14.  Alas,  Professor  Fujioka.     (A  tribute  by  Prof.  Yaichi  Haga.) 

15.  An  Acquaintance. 

16.  Matsushita  Sonjuku.     (A  sketch  of  a  great  scholar,  Pestalozzi  of  Japan.) 

17.  The  Will  of  Shoin.     (A  great  scholar  who  was  imprisoned  and  killed  for  studying 

the  Western  culture.) 

18.  Pestalozzi.     (A  sketch.) 

19.  The  Flight  to  Kumano. 

20.  The  Duty  of  Subject.     (The  duty  of  a  subject  should  be  above  everything  else 

loyalty  to  the  lord  and  the  sacrifice  of  his  own  life  for  the  sake  of  the  master.) 

21.  The  Bushido.     (The  wa,ys  of  the  knight:  skill  in  arms;  loyalty-  to  the  lord; 

willingness  to  sacrifice  one's  life;  and  purity.) 

22.  The  Sword  of  Japan.     (The  sword  is  the  symbol  of  courage  and  might  of  the 

knight  (samurai).  As  Mahomet  said,  "The  svv^ord  is  the  key  to  Heaven  and 
Hell."     These  words  vrell  reflect  the  thought  of  Japanese  people,  etc.) 

23.  The  Red  Cross.     (Sketch  of  its  movement  fi-om  the  inception.) 

24.  The  Proverb.     (A.  treatise.) 

25.  The  People  of  Prehistoric  Japan. 

26.  The  National  xVsph-ation,  Part  I. 

27.  Same,  Part  II. 

28.  To  be  a  Great  Nation:  (a)  To  value  education;  (6)  to  respect  industry  aud  labor j 

(c)  to  value  science;  (d)  to  value  arts  and  literature;  (<?)  to  value  good  habits  and 
customs;  (/)  to  value  rights;  (g)  to  develop  commerce;  (h)  to  maintain  army 
(?')  to  cultivate  public  spirit. 


394  APPENDIX. 

BOOK  vni. 

1.  The  FareTvell  on  the  Banks  of  Nagara.     (A  famous  historical  incident.) 

2.  The  Will  of  Taiko.     (Great  dictator,  Toyotomi.) 

3.  Xaoye  Yamashiro  no  kami.     (A  story  of  a  great  knight.) 

4.  The  Decision  and  Judgment. 

5.  Kiyomori  Nyudo.     (A  story  of  a  historical  figure.) 

6.  The  Target  of  Fan.     (A  story  of  a  great  warrior,  Nasuno  Yoichi.) 

7.  The  Great  Billows  of  Onaruto. 

8.  The  Fishermen's  Village. 

9.  The  Sea  in  Japanese  Literature,  Part  I. 

10.  Same,  Part  II. 

11.  The  Water  and  Fire.     (In  verse.) 

12.  The  Famine. 

13.  Lotze's  View  of  Humanity. 

14.  A  Letter  to  a  Colleague. 

15.  The  Potted  Plant.     (A  lyrical  play.) 

16.  Same. 

17.  The  Plum. 

18.  The  Exile  of  Kanko.     (A  great  historical  figure.) 

19.  The  Death  and  Eternal  Life. 

20.  The  Poems  of  Emperor  Meiji. 

21.  Yosa  Buson.     (A  poet.) 

22.  The  Drudgery'  of  Writing.     (An  essay.) 

23.  Japanese  Poems  (recent). 

24.  Self-control. 

25.  The  Birthplace,  Part  I. 

26.  Same,  Pai't  II. 

27.  Characteristics  01  the  Japanese:  (a)  Sentimental,  sensitive;  (6)  willingness  to  sac- 

rifice one's  life  for  country;  (c)  receptive;  (d)  not  venturesome. 

28.  The  Mission  of  Japan.     (''Japan  stands  in  a  position  of  an  interpreter  of  oriental 

ci\dlization  to  the  Occident  and  of  occidental  civilization  to  the  Orient.") 

BOOK  IX. 

1.  Hagoromo  (Angelic  Clothes).     (A  famous  Japanese  lyrical  play.) 

2.  No.     (Traditional  dance  of  Japan.) 

3.  The  Four  Seasons. 

4.  Tachibana  Shoran's  Home. 

5.  The  Pyramids. 

6.  Jinmu  Tenno  (Emperor)  and  Godaigo  Tenno  (Emperor  Gc/daigo).     (In  verse.) 

7.  The  Funeral  of  the  Emperor  Meiji.     (From  Tokyo  Asahi  Shinbun;  a  newspaper 

report.) 

8.  The  Constitution.     (A  trearise.) 

9.  Prince  I  to  and  the  Constitution.     (An  essay.) 

10.  Saigo  Takamori.     (An  esssay.) 

11.  The  Morning  View  of  Mount  Fuji.     (A  description.) 

12.  The  Prose  Poem  on  Mount  Fuji.     (An  essay.) 

13.  On  Suruga  Highway.     (A  description.), 

14.  The  Moonlight  Enjoyment.     (A  description.) 

15.  The  Furin  (bell  that  rings  in  the  wind)  and  Mallet. 

16.  The  Wrestling. 

17.  Japanese  Poems.     (Vei-ses.) 

18.  Kikaiga  Shima.     (A  place  of  exile  of  Shunkan.) 

19.  The  Country  of  Greed. 


JAPANESE  LANGUAGE  SCHOOL  TEXTBOOKS.  395 

20.  Kinzei  Hachiro  Tametomo.     (A  great  warrior  who  was  very  skillful]  with  the  bow 

and  arrow.) 

21.  The  Proraise  with  Chrysanthemum.     (The  story  of  Hasebe  Samon.) 

22.  Saigyo  Hoshi.     (Story  of  a  great  Buddhist  priest  who  wa=!  noted  for  Japanese 

poems.) 

23.  Four  Saints  of  the  World.     Part  I. 

24.  Same.     Part  II.     (Buddha;  Confucius;  Socrates;  Christ.) 

25.  The  Manlv  Youths. 


The  Text-Book  on  Middle  School  Moral  Precepts.  Edited  by  Profs.  Tsubouchi 
Yuzo  and  Mori  Shinichiro.  Published  by  Sansei  Do  Book  Company,  Tokyo, 
Japan.  "Approved  by  the  Department  of  Education,"  March  4,  1912.  (Each 
book  is  prefaced  with  two  Imperial  rescripts;  the  first  of  October  30,  1890, 
and  the  second  of  October  13,  1908.) 

BOOK  I. 

1.  Do  that  which  you  think  is  right  and  do  not  that  which  you  think  is  wrong, 

2.  Weak  will,  source  of  all  evils. 

3.  One  can  not  be  a  true  man  by  not  being  independent. 

4.  Patience  is  the  first  step  in  molding  a  character. 

5.  To  follow  that  which  deserves  to  be  followed  is  the  way  of  a  manly  person. 

6.  Act  that  which  is  told  quickly,  readily  and  sincerely. 

7.  Lying  is  a  cowardice. 

8.  To  be  honest  is  to  be  fearless. 

9.  Falsehood  is  liable  to  be  exaggerated. 

10.  Overcome  impatience  and  greediness. 

11.  Play  well  and  work  well. 

12.  There  is  a  way  if  there  is  an  ambition. 

13.  Venturesome  (Columbus — an  example). 

14.  Think  well  before  you  do  it. 

15.  Do  not  forget  self-control. 

16.  Selfishness  is  the  worst  e^^.l. 

17.  Do  unto  others  as  you  would  they  should  do  to  you;  or  do  not  do  the  things  to 

others  which  you  would  not  they  should  do  to  yourself. 

18.  Filial  piety  is  the  beginning  of  all  actions. 

19.  Foremost  duty  is  to  relieve  the  parents. 

20.  Same. 

21.  Be  careful  of  the  start. 

22.  Bear  the  burdens  of  others. 

BOOK  II. 

1.  The  habit  is  a  secondary  nature. 

2.  The  habit  of  overcoming  the  wicked  habit  is  the  best. 

3.  Day  after  day,  month  after  month,  and  year  after  year  press  onward  toward  that 

which  is  good. 

4.  Do  not  hesitate  to  correct  excess. 

5.  Stubbornness  and  sturdiness  are  like  muddy  water  and  medicinal  spring. 

6.  The  breaking  of  a  promise  is  a  bit  of  lie. 

7.  Do  what  you  have  always  promised. 

8.  Do  not  wash  blood  with  blood.     (Meaning,  do  not  retaliate.) 

9.  Return  the  mckedness  with  good. 

10.  One  who  knows  not  his  shame  does  not  do  the  things  vrhich  he  knows. 
10146°— 20— 26 


396  APPENDIX. 

11.  One  without  coiu'age  is  not  a  man. 

12.  I.earn  the  spiiit  of  Bushido  (ways  of  the  knight). 

13.  A  boy  who  risked  his  life  as  a  secret  messenger. 

14.  One  who  is  careless  of  little  things  can  not  succeed — can  not  do  a  big  thing. 

15.  Virtues  of  Napoleon — independent,  patient,  courageous,  sturdy,  careful  of  little 

things,  and  self-confident. 
10.  A'irtues  and  weaknesses  of  Napoleon.    Virtues:  Studied  everything  minutely; 
concentrated  on  one  thing  or  task;  keenness.     Weaknesses:  Selfishness;  placed 
personal  interests  above  everything  else. 

17.  Benevolence  of  John  Howard. 

18.  A  man  can  not  live  alone. 

19.  Same. 

20.  Be  like  a  man,  be  a  man  worth  living. 

21.  Reputation  or  wealth  is  not  true  goal  of  life. 

22.  Japan  is  like  one  big  family. 

BOOK  III. 

1.  Morality. 

2.  Sincerity,  self-control,  loyaJty,  and  tenderness. 

3.  Filial  piety. 

4.  Kyubei  Kalmeda.     (Story  of  a  man  who  was  exceedingly  loyal  to  his  i)arent3.) 

5.  Brotherliness. 

6.  Moderation. 

7.  Courtesy. 

8.  Public  spirit. 

9.  Friendship. 

10.  Charity. 

11.  Self-dependence. 

12.  Perfect  mind  and  body. 

13.  Training  of  mind  and  body. 

14.  Self-support. 

15.  Good  heart  and  wicked  heart. 
1('>.  Temptation. 

17.  Conscience. 

18.  Reading. 

19.  Same. 

20.  Worship  of  ancestors  and  patriotism. 

BOOK  IV. 

1.  The  Imperial  Rescript  of  Boshin  (1898). 

2.  Same. 

3.  Same.     (In  one  of  these  chapters  mention  is  made  of  the  Five  Articles  promul- 

gated March  14,  1868.  The  Five  Articles  are  sometimes  called  "The  Charter 
Oath  of  1868."  (a)  An  assembly  widely  convoked  shall  be  established,  and  all 
measures  of  government  shall  be  decided  by  public  opinion,  (b)  All  classes, 
high  and  low,  shall  unite  in  vigorously  carrying  out  the  plan  of  government. 
(c)  All  the  people  shall  be  given  [the  opportunity]  to  satisfy  their  legitimate 
desires,  (d)  All  absurd  iLsages  shall  be  abandoned,  and  justice  and  righteous- 
ness shall  regulate  all  actions,  (e)  Knowledge  shall  be  sought  for  throughout 
the  world,  so  that  the  foundation  of  the  empire  shall  be  strengthened.) 
Part  II.  The  Nation  and  Imperial  House. 

4.  The  throne  and  Imperial  house. 

5.  The  nation. 


JAPANESE  LANGUAGE  SCHOOL  TEXTBOOKS.  397 

G.  The  national  constitution. 

7.  Tlie  subject.     Part  I. 

8.  The  subject.    Part  II. 

Part  III.  Home. 

9.  Home. 

10.  Ancestors. 

11.  Filial  relationship      Parti. 

12 .  Filial  relationship .     Par t  II . 

13.  Husband  and  wife. 

14.  Brothers  and  sisters. 

15.  Relatives. 
IG.  Servants. 

17.  Home  and  cultivation  of  virtues. 

BOOK  V. 

Part  I.  Social  Life. 

1.  Spirit  of  cooperation. 

2.  Social  order. 

3.  Customs  and  manners. 

4.  Public  welfare. 

5.  Occupations. 
G.  Property. 

7.  Reputation  of  fame. 

8.  Rights  and  duties. 

9.  Same. 

10.  Character. 

Part  II.  International  Relations. 

11.  The  faithful  attitude  toward  foreigners. 

12.  Courtesy  toward  foreigners. 

Part  III.  The  Characteristic  Morality  of  Our  Country  ('Japan). 

13.  The  origin  of  our  national  m-orality. 

14.  Filial  piety  and  loyalty  to  lord,  one  and  same. 

15.  Worship  of  ancestors. 

IG.  Patriotism  and  public  duty. 


THE  TEXTBOOKS  FOR  HIGH  SCHOOL  GRADES  (INDEPENDENT 

SCHOOLS), 

The  Independent  Schools  do  not  use  the  textbooks  of  Moral  Precepts  like  Hong- 
wanji  or  other  Buddhist  Schools.    There  is  a  great  difference  between  the  textbooks 
used  by  Hongwanji  or  other  Buddhist  Temple  Schools  and  those  used  by  the  Inde- 
pendent Schools.    Even  the  contents  show  thia  marked  difference. 
The  Taisho  National  Language  Book.    Edited  by  Koichi  Hoshina.    Published  by 
Ikuyeishoin,  Tokyo,  Japan.     "Approved  by  the  Department  of  Education," 
December  2G,  1915.     (Like  Buddhist  Temple  Schools'  Textbooks,  this  set  of 
readers  is  also  made  up  of  a  collection  of  essays,  treatises,  extracts  from  history, 
novels,  etc.) 

BOOK  I. 

1.  The  Spring  of  a  Thousand  Miles,     (Description  of  Kioto,  the  old  capital,  and  its 

vicinity.) 

2.  Same.    Part  II. 

3.  Spring.     (Poem.) 


398  APPENDIX. 

4.  The  Flowery  Temple.     (The  celebration  of  Buddha's  birthday.) 

5.  The  "Tastes  of  the  Ear."    (The  music  of  the  fields;  the  song  of  the  fall.) 

6.  From  the  Deck.     (A  letter  to  a  friend,  describing  the  experiences  of  a  long  journey 

from  Japan  to  Marseilles,  France.) 

7.  The  Trip  on  the  Rhine.     (A  description.) 

8.  Alexander  the  Great.     (A  brief  sketch.) 

9.  The  Horse  Race.     (Japanese  army.) 

10.  Five  Months  in  Paris. 

11.  A  Lighthouse  Keeper.     (A  French  story.) 

12.  Itto  Sen  (A  money  for  one  candle).     (A  story  of  a  group  of  students  under' 

Yoshida  Shoin.) 

13.  The  Heroic  Samurai  (warrior)  of  Chohan. 

14.  A  Kindness  Unforgotten.     (A  story  of  Masanori  Fukushima,  a  warrior  under 

Hideyoshi  Toyotomi,  a  great  general.) 

15.  Yamada  Nagamasa.     (A  story  of  a  hero  who  went  to  Siam  at  the  behest  of  the 

Siamese  King,  and  later  became  King  of  Siam.) 

16.  The  Summer  of  Formosa.     (Description  of.Formosan  life.) 

17.  A  Summer  Evening.     (A  poem.) 

18.  A  Firefly.     (An  essay.) 

19.  Mount  Fuji.     Part  I. 

20.  Mount  Fuji.     Part  II. 

21.  Five  Funny  Stories:  Thales,  La  Fontaine,  The  First  Reason,  A  Mohammedan 

Priest  and  his  Adherents,  Saved  by  Wit. 

22.  The  Essay  of  Tokutomi  Roka.     (Description  of  the  seashore  of  Sagami.) 

23.  The  Boyhood  of  Bismarck.     Part  I. 

24.  Same.     Part  II. 

25.  The  Flight  from  Berlin.     Part  I. 

26.  Same.    Part  II.     (The  incident  narrated  here  is  that  which  occurred  just  before 

the  Great  War.    The  writer  tells  of  the  good  treatment  received  from  Germans.) 

27.  The  W^ise  Lord  of  Izu.     (The  story  of  Matsutaira  Nobutsuna.) 

28.  The  Training  of  the  Heart.     (The  story  of  Masumune,  the  great  forger  of  the  sword.) 

29.  Penguin.     (An  incident  of  Shackleton.) 

30.  The  Priest  at  Moonlight  Night.     (A  story  of  Misoya  Nibei.) 

31.  The  Bell  of  the  Village  Temple.     (In  verse.) 

32.  Admiral  Togo.     (A  sketch.) 

BOOK  II. 

1.  Poems  of  the  Emperor  Meiji. 

2.  Emperor  Meiji  as  a  Poet.     Part  I. 

3.  Same.     Part  II. 

4.  The  Progi'ess  of  Tokyo. 

6.  The  Restoration  of  Yedo  Jo  (Tokyo  Fortress).    Part  I. 

6.  Same.    Part  II. 

7.  Gokendo.     (Shrine  of  Prince  Ito.) 

8.  Commander  Hirose.     (In  verse.    Extols  the  heroism  and  sacrifice  of  life  for  fellow 

men.) 

9.  The  Training  of  Courage  or  Coolness. 

10.  The  Arctic  Explorations.     Part  I. 

11.  Same.     Part  II. 

12.  A  liOtter  to  Parents  from  Kiau  Chau,  China. 

13.  The  Triumphal  Entry  into  Kiau  Chau,  Shantung. 

14.  Same. 

15.  View  from  the  Summit  of  Mount  Hiei,  Kioto. 


JAPANESE  LANGUAGE  SCHOOL  TEXTBOOKS.  399 

IG.  Tales  of  Ninomiya. 

17.  See  Thyself  First. 

18.  Three  ways  of  Living.     (Three  kinds  of  life.) 

19.  The  Snow  of  Koshiji.     Part  I. 

20.  Same.    Part  II. 

21.  The  Assault  of  Gishi  (47  Ronins  or  retainers).     (A  story  of  47  loyal  retainers  who 

revenged  the  death  of  their  master.) 

22.  Same. 

23.  Same. 

24.  The  Boyhood  of  Abraham  Lincoln. 

25.  The  Story  of  Matsudaira  Sadanobu. 

26.  The  Letter  to  Father. 

27.  The  Trip  across  the  Red  Sea. 

28.  A  Night  at  Dunkirk. 

29.  Same. 

30.  The  Water  Mill.     (Inverse.) 

31.  Ino  Chukei's  Study  in  his  Old  Age. 

32.  Same. 

BOOK  in. 

1.  Unebi  Yama.     (The  account  of  the  visit  to  Unebi  Yama,  the  tomb  of  the  Emperor 

Jinmu.) 

2.  The  Foijr  Seasons.     (In  verse.) 

3.  Nakoso  no  seki.     (From  Japanese  history.) 

4.  From  the  Tales  of  Soga.     (The  story  of  brothers  who  avenged  the  death  of  their 

father.) 

5.  Experiences  from  Reading. 

6.  Ushionomisaki(Uchio  Headland).     (A  description.) 

7.  The  Cruise  of  "Beagle."     ^An  experience  of  Prof.  Henslow,  of  Cambridge,  with 

Captain  Fitzroy.) 

8.  The  Life  Competition.     (Theory  of  survival  of  the  fittest.) 

9.  The  Writings  of  Ohta  Kinjo.     (Extract.) 

10.  The  Dikes  of  Tenryu  River. 

11.  Impressions  of  Korea. 

12.  Same. 

13.  The  Mountain  of  Eight  Provinces  (Great  Central  Range  of  Korea)  .     (In  verse.) 

14.  The  Sapporo  Farm  (Sapporo  Agricultural  College). 

15.  Eton  School. 

16.  The  National  Characteristics  of  England,  France,  and  Germany. 

17.  City  of  Venice. 

18.  Shokusanjin  and  Bon  Lantern.     (Story  of  Ohta  Nanbun  and  a  lantern  dealer.) 

19.  Our  Household  Economy. 

20.  Date  Masamune's  Retiu-n. 

21.  Yegawa  Tanan.     (Story  of  Yegawa  Tarozaemon.) 

22.  A  Merchant  with  the  Spirit  of  a  Samurai. 

23.  Joy. 

24.  Interest  in  Learning. 

25.  Extract  from  Meirin  Songs.     (Japanese  poems.) 

26.  From  Formosa.     (A  letter  of  General  Nogi.) 

27.  The  Battle  of  Trafalgar. 

28.  Same. 


400  APPEITDIX. 

BOOK  IV. 

1.  The  Bravery  of  our  Nation. 

2.  Be  a  Man  wlio  would  be  Valued  after  Death. 

3.  The  Music  of  Shiroyama. 
4.'  The  Will  of  Saigo  Nanshu. 

5.  The  Comment  on  Japanese  verse. 

6.  The  Autumn  Night. 

7.  Across  the  Alps,  Part  I. 

8.  Same,  Part  II.     (The  story  of  Hannibal.) 

9.  The  Senjo  ga  Hara.     (Description  of  a  famous  plain.) 

10.  Lake  Leman,  Geneva. 

11.  The  Wealth  of  our  Home. 

12.  Gishi  Yoshio.     (A  sketch  of  a  famous  warrior  who  was  the  leader  of  47  Ronins  cr 

loyal  retainei*3.) 

13.  The  End  of  the  Year.     (An  essay.) 

14.  Satsuma  no  Kami  Nakatoshi's  Catch  of  a  Badger, 

15.  A  Comic  Poem  (Japanese). 

16.  The  Wound  of  a  little  Snake. 

17.  The  Boyhood  of  the  Saint  of  Gmi,     (The  story  of  his  devotion  to  his  mother.) 

18.  From  Vladivostok.     (A  letter.) 

19    The  Customs  and  Manners  of  Russia,  Part  I. 

20.  Same,  Part  II. 

21.  General  Nogi.     (In  verse.) 

22.  Constantinople. 

23.  Iwakura  Ufu.     (Sketch  of  Iwakura  Tomomi.) 

24.  Same,  Part  II. 

25.  Same,  Part  III. 

2G.  The  Letter  of  the  Lord  of  Mito  on  the  Child's  Education. 

27.  The  Decline  of  Shogunate  (Feudal  Government). 

28.  Same. 


BOOK  V. 


1.  The  Moon,  Snow,  and  Flower,  Part  I, 


o 


Same,  Part  II.     (Essay). 


3.  An  Evening  Stroll  in  Spring. 

4.  To  Mother.     {A  letter  of  Sakuma  Shosan,  a  famous  scholar,  describing  the  coming 

of  white  men  at  Uraga.) 

5.  Sugita  Iki.     (A  famous  warrior  under  the  Lord  of  lyo.) 

6.  A  Wild  Goose.     (A  poem.) 

7.  Sado  ga  Shima.     (A  description  of  an  island.) 

8.  From  Yechigo  to  Tokyo,     (A  descriptive  letter.) 

9.  Oda  Nobunaga.     (An  essay,  Sketch  of  a  famous  statesman-general.) 

10.  Toyotomi  Hideyoshi.     (A  sketch  of  another  statesman-general,) 

11.  The  Busliido.     (The  way  of  Samurai  or  knight.) 

12.  The  Manly  Man,  or  Hero.     (In  verse,) 

13.  The  Ohonpic  Games. 

14.  The  Museum  of  Fine  Arts  at  the  Louvre. 

15.  The  Four  Great  Bridges  of  New  York  City. 

16.  Game  Gonpei  and  Ozawa  Roan.     (Story  of  a  patriot  and  his  benefactor.     Gamo, 

the  patriot,  traveled  every  corner  of  Japan  and  carried  on  a  campaign  to  beautify 
the  tombs  of  the  emperors.  Ozawa  Roan  took  Gamo  into  his  home  and  looked 
after  him.     Both  are  noted  as  scholars  in  Japanese  history.) 


JAPANESE  LANGUAGE  SCHOOL  TEXTBOOKS.  401 

17.  The  Four  Seasons.     (The  collection  of  Japanese  verses.) 
IS.  View  of  Onaruto,  Part  I. 

19.  Same,  Part  II. 

20.  Same,  Part  III.     (Description  of  a  famous  Japanese  whirlpool.) 

21.  Nichii'cn  Joniu.     (A  sketch  of  a  famous  Buddhist  priest.) 

22.  The  Mongolian  Invasion,  Part  I. 

23.  vSame,  Part  II.     (The  exploits  of  Hojo  Tokimune.) 

24.  The  interview  of  Ukishima  ga  Hara.     (An  historical  incident  from  the  Tales  of 

Yoshitsune.) 

25.  The  Wild  Goose.     .(From  the  Tales  of  Soga  Brothers.) 
2G.  Shoyo,  the  Hermit. 

BOOK  VI. 

1.  The  Comparison  of  Flowers. 

2.  Before  and  After  Snowfall. 

3.  The  Moon  of  Lake  Dotei  (Chinese  Lake). 

4.  The  Coast  of  Italy. 

5.  Greatness.     (Japanese  verses.) 

G.  Watanabe  Kasan.     (Secret  of  his  success.) 

7.  Samurai  (Knight),  Farmer,  Craftsman  and  I^ferchant. 

S.  Prince  Ito.     (A  tribute.) 

9.  The  Remarkable  Scenery  of  Kiso. 
10.  Travel.     (In  verse.) 
n.  Miura  Peninsula.     (A  description.) 

12.  The  "'Parting"  Letter.     (A  letter  of  Ohta  Gengo  to  his  mother.) 

13.  Shushunsui  and  Ando  Shoan.     Part  I. 

1-1.  Same.     Part  II.     (The  story  of  a  famous  teacher  and  pupil.) 

15.  Sol)u.     (A  Chinese  emperor's  faithful  follovrer.     A  song.) 

16.  The  Imperial  Sepulcher  at  Shiramune. 

17.  Tametomoin  Exile. 

18.  Sakakibara  Yasnmasa.     Part  1. 

19.  Same.    Part  II. 

20.  The  Priest  of  Ninnaji. 

21.  The  Vicinity  of  Saga. 

22.  Genroku.     (Inverse — collection.) 

23.  Kitsunezuka.     (A  farce.) 

24.  The  Tale  of  WiUiam  Tell. 

25.  Same.     (Drama.) 

26.  The  Ptcsult  of  War.     (.\n  essay.     In  this  essay  the  writer  says:  ''The  thing  which 

is  most  beautiful,  most  noble,  and  beat  of  human  being  is  that  whiish  has  sprung 
out  of  the  war.  Of  Japanese  spirit,  that  which  is  most  beautiful  and  noble  is 
not  Buddhism  or  Confucianism.  It  is  the  spriti  of  Bushi  or  Knighthoon.  It 
is  the  spirit  born  out  of  tho  battle.  This  noble  spirit  is  not  the  pi'oduct  of  the 
teaching  of  China  or  India.") 

BOOK  VII. 

1.  Oar  Nation. 

2.  Hitachi  Obi.     (Essay  on  the  Old  Japanese  Song.) 

3.  An  Evening  in  Spring.     (In  verse.) 

4.  The  Essays  of  Matsuo  Basho. 

5.  A  Scarecrow. 

6.  Climbing  the  Taisau.     (Chinese  mountain  j 

7.  Tho  Council  of  Wnr.     (Of  Tametomo.) 


402  APPENDIX. 

S.  The  Night  Assault  of  Shirokawa  Den. 
9,  The  Glimpse  of  Emersoin. 

10.  A  Letter  to  Sister.     Part  I. 

11.  Same.     Part  II.     (Letter  of  Yoshida  Shoin.) 

12.  The  Snow  of  Ono. 

13.  Rihaku,  the  Poet.     (Chiuese  poet.) 

1^.  The  Extract  from  ITojo  Tales  or  Chronicles. 

15.  The  Proverbs.     (An  essay.) 

16.  Scott,  the  Poet. 

17.  The  Poet's  Statue.     (In  verse.) 

18.  Collection  of  Songs. 

19.  A  Letter  of  Amemori  IToshu. 

20.  Extract  from  Satomi  TIatsuken  Den  ot  Takizawa  Baxin — The  Takino  gawa, 

21.  Same. 

22.  The  Imperial  Sepulcher  at  Ohara.     (An  essay.) 

23.  Taim  Shingemori.     Part  I.     (An  essay.) 

24.  Same.    Part  II. 

25.  Aral  ITakaseki  and  ^fotoori  Nobunaga.     (Sketch  of  two  famous  scholars.) 

BOOK  VIII. 

1.  Characteristics  of  the  Tapanese. 

2.  The  Fail  of  Aizu  Fortress. 

3.  Same. 

4.  Collection  of  Songs. 

5.  Saigyo,  the  Musician. 

6.  Same.     (Sketch  of  a  famous  Buddhist  priest  musician.) 

7.  "By  Making  the  Child  a  Priest."    (From  the  Tales  of  Yoshida  Kenko,  a  famous 

Buddhist  priest.) 

8.  A  Letter  to  a  Brother.     (By  a  certain  Buddhist  priest.) 

9.  Speech  of  Anthony.     (From  Julius  Csesar.) 

10.  The  Tower  of  London.     (An  essay  of  Natsume  Soseki.) 

11.  The  Wandering.     (Inverse.) 

12.  ^Titsuyori's  audience  with  the  Emperior. 

13.  Dan  no  Fra.     (The  Battle  of  Ileike  and  Genji.) 

14.  Same. 

15.  The  Assault  of  Oisbi,  or  Loyal  Retainers.     (In  letter  form.) 

16.  The  Four  Seasons.     (From  Yoshida  Kenko 's  Teurezure  Gusa.) 

17.  The  Flight  to  Kumano  of  Prince  Dai  to. 

18.  Prince  Ilironari's  Hawk  Hunt. 

19.  The  Extracts  from  Shinyo  Wakashu.     (Japanese  poems.) 

20.  The  Potted  Plant.     Part  I, 

21.  Same. 

22.  Yosa  Buson,  the  Poet. 

23.  Japanese  Songs. 

24.  The  Tartars'  Invasions. 

25.  Grecian  Civilization. 

BOOK  IX. 

1.  The  Essentials  of  National  Constitution. 

2.  Yamaga  Soke  and  General  Nogi. 

3.  The  Pi,estoration  of  Kenmu.     Part  I. 

4.  Same.     Part  II. 

5.  Japanese  Sengs. 


JAPANESE  LANGUAGE  SCHOOL  TEXTBOOKS.  403 

6.  Inspiration.     (By  Tokutomi  Soho.) 

7.  ^ame. 

8.  The  Keejjer  of  Niishima. 

9.  tiame. 

10.  The  Imperial  Sepiilchpr  at  ^fano.     (Of  Eraperior  Shitoku.) 

11.  Same. 

12.  The  Fo-or  Saints  of  the  World, 
l;^.  Same. 

li.  Tsukino  mayo  no  noryo.     (The  }>fooulight  Enjoyment.) 
15.  Raisanyo.     (A  famous  scholar.) 
IG.  Same. 

17.  The  Song  of  Hirano  Kuniomi. 

18.  Faust's  Pessimism. 

19.  From  Weimar.     (Sketches  of  Goethe  and  Schiller.) 

20.  Musicians  of  "Manyo  Era. 

2i .  Gojo  ga  Hara.     (In  verse.     Incident  from  Chinese  history.) 

22.  Mensius.     Chinese  Philosopher. 

23.  Same. 

BOOK  X. 

1.  Emperor  Jinmu.     (First  Emperor.) 

2.  Same. 

3.  Life's  Greatest  Happening. 
•1.  Same. 


D.  ^ame. 

6.  The  Collection  of  Songs. 

7.  The  Meditation  of  Autumn. 

8.  Confucianism. 

9.  Oyomei's  Greatest  Resolution. 

10.  Moon,  the  Reflection  of  Earth. 

11.  ^foon  and  Flower. 

12.  The  Spirit  Imperishable.     (By  Tagore.) 

13.  At^ka  no  Seki.     Part  1. 

14.  Same.     Part  II. 

15.  Same. 

16.  ;Mount  ITakone.     (A  description.) 

17.  The  Exile  of  Sugawara. 

JS.  Extract  from  Ileike  ^lonogatari.     (Tales  of  Hoike.) 

19.  TCikaiga  Shi  ma.    (From  the  Tales  of  Heike.) 

20.  Opinion  on  Educational  System.     (In  letter  form.) 

21.  The  Great  Walls.     (In  verse.) 

22.  Soga  Brothers. 

23.  Same.     (Brothers  who  took  revenge  for  their  death  and  disgi-ace.) 
21.  Extracts  from  Japanese  History. 


INDEX, 


Agencies  dealiaa,-  with  educational  prob- 
lem, 46-53. 

Agriculture,  opportunity  for  the  small 
farmer,  30-32  ;  roseaa-ch.  College  of 
Hawaii,  295-297  :  sugar  industry.  29-30. 

Alexander  House  Settlement  As.sociation, 
activities  at  Wailuku,  52. 

Americanization,    142-143,    217-21&. 

Americans,  intermarriage  with  other  race.^, 
2(3. 

Arithmetic,  instruetion,  public  elementary 
.schools,    199-200. 

Art,  importance  of  study,  230  ;  in.struction, 
Punahou   School,   32G-327. 

Arts  preparator>'  curriculum,  public  high 
school.'?,  225. 

Ai^iatics,  birth  rates  and  death  rates,  15 ; 
i^chool  enrollment,  13. 

Attendance,  comparative  table  of  nationali- 
ties of  pupils  iu  all  schools,  21-23.  See 
also   Enrollment. 

Attendance  officers,  work,  61-62. 

Baldwin   Hou-se,   activities  at  Liahaina.   52. 

Birth  rates,   statistics,   15-16. 

Blackboards,  public  elementary  schools. 
186-187. 

Beard  of  .school  commissioui'rs.  and  county 
boards  of  education,  58-60  ;  recommen- 
dations for  appointing.  59 :  relation,  of 
superintendent,  56—57. 

Board  of  school  commissioners  and  super- 
visors,  60. 

British,  intermarriage  with  other  races,  26. 

ISuddhist  sects,  activities.  43,  110-112.  See 
al.^ri  Textbooks. 

Buildings  and  equipment,  public  high 
schools.    2.J1-255. 

Caucasians,    school  enrollment,   13. 

Census,  school.     See  School  census. 

Censu.=!,  Territorial   (1896).  12. 

Certification  of  teachers,  public  elementary 
schools,    162-163. 

Chinese,  immigration,  9-10  ;  school  enroll- 
ment, 13  :  intermarriage  with  oth^r  races, 
27. 

Christian   schools,  founding.   107. 

Cities,  expenditures  for  schools,  102. 

Citizenship,   .Japanese.   23—25. 

Civics,  instiTiction.  public  elementary 
schools,    201-202. 

Classes,  sizes  in  private  schools,  316-317: 
sizes  in  public  high  schools,  248-240. 

Classroom  procedure  and  course  of  study, 
public  elementary    schools.    181-211. 

CiMxton,  P.  P.,  on  Americanization  Avork, 
143. 


College  entrance  subjects,   257-259. 

Collegv  of  Hawaii,  annual  expenditures, 
1914-1019,  291  ;  endowment  of  students, 
281-284 ;  entrance  requirements.  284- 
283  :  equipment.  271-274 ;  graduates, 
287;  income  from  Federal  and  Terri- 
torial sources,  287-288  ;  internal  admin- 
istration, 269-270;  organization  and  his- 
toi  y.  265-266  :  professional  courses.  294- 
297  ;  relation  to  Federal  and  Territorial 
governments.  266—267 ;  research  work, 
295-298 ;  salaries  of  professors,  277 ; 
size  of  class  sections,  293-294  ;  student 
per  capita  costs  (1914-1919).  292  :  train- 
ing teachers  for  high  schools,  297.  See 
also  University  of  Hawaii. 

Colleges  and  universities,  Hawaiian  stu- 
dents, 263-264  :  per  capita  costs  of  in- 
struction.   292-293. 

Commercial  curriculum,  public  high  schools, 
225.  226;  Punahou  School,  326. 

Community  civics,  public  high  schools, 
course  recommended,   228-229. 

County  boards  of  education,  and  board  of 
school    commissioners.    58-59. 

Courses  of  study,  Ej)iscopal  schools,  344- 
347 ;  Hilo  Boarding  School,  348-349  : 
Honolulu  Military  Academy.  334-337  : 
.Japanese  high  schools  of  the  Hongwanji 
Buddhists,  117:  Mid-Pacific  Institute. 
339-346 :  normal  school.  78-79 ;  popu- 
larity of  different,  249-250 ;  public  ele- 
mentary schools,  181—211  ;  pu')lic  high 
schools.  222-231  :  Punahou  School.  322- 
333. 

Curriculum,     .s'te  Courses  of  study. 

Daughters  of  the  American  Revolution, 
resolutions  of  Aloha  chapter  regarding 
foreign    language    schools,    134-135. 

Death  rates,   statistics,   lo-lG. 

Department  of  public  instruction.  See 
Territorial  department  of  public  instruc- 
tion. 

Desks,  public  elementary  .schools,  186-187. 

Duluth,  Minn.,  course  of  study,  1?S,  207- 
209. 

Educational  associations,  Japanese,  114- 
115. 

Btlucational  department.  .suiJervision.  75-78. 

Elementary  schools  (public),  classroom  pro- 
cedure and  course  of  study,  181-211  : 
teaehers,   144-180. 

I-}nglish  language,  ignorance  among  chil- 
dren  of  islands.   37. 

English  language  (instruction),  publb-  .  I,- 
mentary  seho<ds.  T97-T99  :  pnlilie  high 
schools.   229-230.   257-258. 

405 


406 


INDEX. 


Euvollmeut,  College  of  Hawaii,  281-284 ; 
normal  schools,  82-83 ;  private  schools, 
313-314 ;  public  and  private  schools, 
13-14  ;  public  high  schools,  214-217,  249. 

Entrance  requirements.  University  of  Ha- 
waii,   284-285. 

Epi>^copal  Church,  schools,  46,  343-847. 

Examinations,  coaching  for  college,  I'una- 
hoii  School,  328-329  ;  public  elementary 
schools,   188-189. 

Expenditures,  College  of  Hawaii,  291 ;  per 
pupil  enrolled  in  public  schools,  44  :  pub- 
lic schools  of  Honolulu,  99-102. 

Failures  and  eliminations,  private  schools, 
317-318. 

Fod'-ral  aid  to  education,  University  of  Ha- 
waii.  287-288. 

Federal  Government,  relation  to  Univt>rsity 
of  Hawaii,  266-267. 

Filipinos,  school  enrollment,   13. 

Foreign-language  schools,  42-44,  107-143  ; 
enrollment,  teachers,  and  religious  con- 
nections, statistics,  112 ;  influence,  com- 
ments by  American  teachers,  125-134  ; 
plan  proposed  by  the  commission,  139- 
143  ;  proposed  legislation,  134-143. 

Foreign  languages,  public  high  schools, 
258-259. 

Free  kindergarten  and  Childreirs  Aid  Asso- 
ciation, activities,  47,  74—75. 

Geography,  public  elementary  schools,  200- 
201.     - 

<ieriiians,  immigration,  12 ;  intermarriage 
with  other  races,  26. 

Girls,  Hawaiian,  boarding  schools,  371—377. 

Grammar,  English,  public  elementary 
schools,  197-199. 

Group  principal  plan  of  supervision.  Island 
of  Maui,  76-77. 

Handwriting,  public  elementary  schools, 
193-195. 

Hawaii,  College  of.     See  College  of  Hawaii. 

Hawaii,  University  of.  See  University  of 
Hawaii. 

Hawaiian  Immigration  Society,  organized. 
11. 

Hawaiians,  school  eniollment.  13. 

Higashi   branch   of   Hongwanji   sect,    112. 

High  schools,  Japanese  (Hongwanji  Bud- 
dhist), textbooks,  388-397;  Japanese  (In- 
dependent), textbooks.   397-403. 

High  schools,  private,  enrollment,  31.3-314. 
See  also  High  schools,  public  and  private  ; 
Japanese  high  schools. 

High  schools  (public),  212-255;  course  of 
study,  222-231  ;  enrollment,  214-218 ; 
equipment  and  buildings,  251-255  ;  facili- 
ties inadequate,  212-213  ;  Island  of  Maui, 
65-66  ;  library  facilities,  250-251  ;  mak- 
ing them  accessible  to  the  people,  63-64  ; 
organization,  administration,  and  super- 
vision, 245-250  ;  outline  of  system,  2oG- 
263 ;  problem  of  Americanization,  217- 
219  ;  pupils,  215-217  ;  supervision,  68  ; 
teachers,   231-245. 


High  schools,  public  and  private,  graduates 
attending  college,  263-264  ;  students  pre- 
paring for  college,  261-263. 

Higher    education,    expenditures    for    State  • 
supported  institutions,  288-289  ;   Hawaii, 
264-294  ;    per    capita    receipts    of    State- 
supported   institutions.   289-290. 

Hilo  Boarding  School,  history  and  activi- 
ties,   347-352. 

Hilo  Public  High  School,  enrollment,  218; 
inadequacy   of  equipment,   253-254. 

History,  instruction,  public  high  schools, 
259  ;  Punahou  School,  325. 

History  and  civics,  public  elementary 
schools.    201-202. 

Home  economics,  course  of  study  in  public 
high  schools.  225,  227-228 ;  instruction, 
Punahou  School,  328. 

Homesteads  (1896-1919).  distributed  by 
nationalities,   31. 

Hongwanji  sect,  activities.  111-112  ;  course 
of  study  for  Japanese  high  schools,  117. 
See  also  Textbooks. 

Honolulu,  exp(^nditures  for  public  schools, 
99-102  ;  tax  rate  and  property  valuation, 
102-103 ;  tax  rate  compared  with  that 
of  other  cities,   104-106. 

Honolulu  Ad.  Club,  recommendations  re- 
garding foreign-language  schools,  130- 
137. 

Honolulu  Chamber  of  Commerce,  and  school 
situation,   135-136. 

Honolulu  Military  Academy,  organization 
and  activities,  333-338. 

Hygiene,  instruction,  public  elnmentary 
schools,  202. 

Imamura,   Bishop,  work.    111. 

Immigi-ation,  early  attempts  to  assist.  9-10. 

Industrial  curriculum,  puldic  liigh  schools, 
225,   227. 

Intermarrying  of  races,  25-29. 

lolani  School,  activities,  34-3-346. 

Japanese,  activity  of  Buddhist  sects,  110- 
112 ;  citizenship,  method  of  releasing 
children  from.  23-25  ;  decision  regarding 
citizenship,  23-25 ;  distribution  accord- 
ing to  occupations.  17-18  ;  educational 
associations,  114-115  ;  explanation  of  ac- 
tivity among,  18  ;  immigration,  10  ;  high 
schools,  Hongwanji  Buddhists,  course  of 
study,  117  ;  intermarriage  with  other 
races,  27 ;  momentum,  17 ;  "  picture 
brides,"  28  :  political  control  of  islands. 
18-20 ;  school  enrollment,  13  ;  school  or- 
ganization, support,  and  administration. 
113-115 ;  textbooks,  116-125,  379-388, 
397-403  ;  work  of  Christianizing,  107. 

Japanese  Educational  Association,  revision 
of  textbooks  for  Japanese  schools.  116. 

Jodo  sect,  activities,  110. 

Junior  and  senior  high  schools,  organiza- 
tion,  66-67. 

Junior  high  schools.  Hawaii  and  Oahu,  06  ; 
Island  of  Kauai,  64-65. 

Kamehameha  III,  and  population  of  Pit- 
cairu  Island,  10. 


INDEX. 


407 


Kamehameha  IV,  and  Polynesian  peoples,  10. 
KjMnehanieha    schoolrs,    foundation    and    ac- 

tivitie.s,  352-371. 
Kauai,  I.sland  of,  junior  higli  schools  recom- 
mended, 64-65. 
K;tuai   Public   High    School,   distribution   of 

pupil.^  bj'  grades  and  descent,  218. 
Kin'leigartens,   activities,   47-48  ;   organiza- 

ti(.u  and  basic  principles,  70-75. 
Kohala     Girls'     School,     organization     and 

work,  371-372. 
Koreans,    intermarriage    Avith    other    races, 

27;  school  enrollment,  13. 
Latior   conditions,   32-34. 
Lahainaluua    Trade   School,    activities,   95- 

ds  :  plan  for  reorganization,  98. 
Lane,     F.     K..     on     Americanization     work, 

142-143. 
Language  and  grammar,  instruction,  public 

elementary  schools.  197-109. 
Latin  races,  school  enrollment,  13. 
Leprosy,   researches   in   College   of    Hawaii. 

298. 
Libraries,    public   high    schools,    250—251. 
LJgliting       conditions,       McKinley       Public 

High    School,   252. 
MacCaughey,     Yaughan,     study     of     inter- 
marrying of  races,  25—27. 
McKinley    Public    High    School,    Honolulu, 

course    of    study,     222-223  ;     enrollment, 

210  ;  inadequacy  of  equipment,   253-25-±. 

255 ;    library,    250  ;    lighting    conditions, 

2.52. 
Manual   arts,   instruction,   Punahou    School, 

327. 
Manual   arts  and  household  arts,   four-year 

high  school  sequences,  230. 
Mathematics,       instruction,      public      high 

schools,   258  ;    Punahou    School,    324-325. 
Maui,    Island    of,    group    principal    plan    of 

supervision,    76-77  :    high   school,    05-66  : 

welfare  activitiec,  52-53. 
Maui   Aid   Association,    activities,    ."52-53. 
Maui    Public    High    School,    distribution    of 

pupils  liy  grades  and  descent,  218. 
Maunaolu      Seminary.      organization      and 

work,   372-373. 
Memphis,  Tenn.,  instruction  in  science  and 

nature   study,    203-204 ;   study   of  teach- 
ers' salaries,  176-177,  178. 
Methods   of   teaching,    public   high    schools, 

234-240  ;  specialists  needed,  77-78. 
Michigan,  influence  of  kindergarten  on  repe- 
tition,   73. 
Mid-Pacific   Institute,    organization   and   ac- 
tivities,  338-343. 
Military  education.      See  Honolulu  Military 

Academy  ;  Hilo  Boarding  School. 
Milling  activities,  32-.34. 
MfHlern     languages,     instruction,     Punahou 

School,    324. 
Music,       instruction,       public       elementary 

schools,    202-203  ;    importance    of    study. 

230. 
National  Education  Association,  on  relation 

between    superintendent  and   a    board    of 

education,   56-57. 


Natural  endowment  of  races  compared, 
37-38. 

Naturalization,  Asiatics,  23. 

Nature  study,  instruction,  public  elemen- 
tary schools,  203-204. 

Nevada.  University  of.  See  University  of 
Nevada. 

Nichiren  sect,  activities.  110. 

Normal  school,  graduates,  163-165  ;  organi- 
zation and  administration,  78-95  ;  pro- 
grams of  the  students,  87-94  ;  recom- 
mendations of  the  commission,  94-95. 

Northeru  Europe,  immigration,  11-12. 

Norwegians,  immigration,  11-12. 

Oakland,  Calif.,  method  of  appointing  super- 
intendent of  schools,  50. 

Occupational  needs  an<l  opportunities,  29— 
30. 

Pan-Pacific  States,  service  of  University  of 
Hawaii,   501-502. 

Physical  education,  public  elementary 
schools,  204 ;  public  high  schools.  230- 
231  ;  Punahou  School,  328. 

"  Picture  brides,"   28, 

Pitcairn  Island,  unsucc<^ssful  attempt  to 
l)ring  population  to  Hawaii,   10. 

Plantation  and  milling  activities,  32-34. 

I'laygrounds,  38,  191-192. 

I'olynesians.  immigration,  10  ;  school  enroll- 
ment, 13. 

Population,  census  of  1896.  12  ;  character  of 
present,   12-13. 

Porto  Ricans,  school  enrollment,  13. 

I'ortuguese,  immigration,  11  ;  intermarriage 
with  other  races,  2.51-26  :  school  enroll- 
ment, 13. 

I'rimary  education,  influence  of  kindergar- 
ten, 72. 

Principals,  public  high  srhot)ls,  functions, 
245-246. 

Private  schools,  activities,  46-47,  260-261 ; 
conclusions  and  recommendations,  374- 
377 ;  general  conditions  and  activities, 
306-377  :  list,  and  statistics,  308-309  ;  su- 
pervision, 68-70. 

I'rofessors  (salaries),  in  90  State  colleges 
and  universities,  276;  University  of  Ha- 
waii, 277-278. 

Professors,  training,  experience,  and  publi- 
cations, University  of  Hawaii,  274-276. 

Program,  normal  school,  87-94. 

Promotion,  effect  of  kindergarten  training, 
72-73. 

Promotions  and  failures,  public  high 
schools,  219-221. 

Public  schools,  inadequately  supported, 
44-45 ;  relation  to  island  needs,  34-36. 
,Sce  also  High  schools. 

Punahou  School,  organization  and  work, 
319-333. 

I'upil  activities,  gi-owing  of  coffee  on  West 
Hawaii,  45. 

Pupilsr  distribution  by  curriculums  and 
sexes  in  four  private  high  schools,  315; 
public  high  schools,  grouped  according  to 
ability  in  English,  246-247. 

Races  in  Hawaii,  mixture,  9-14. 


408 


IXDEX. 


lieadiny,  litorature,  and  story  work,  iu.stnu- 
tion,  public  elemeutary  schools,  195-197. 

lioligious  sects  and  denominations,  statis- 
tics, 112. 

Ki  peators,  influence  of  kindergartc^n.  7-\. 

H(>poi-t  on  Hawaii,  chief  features,  5. 

Iloman  Catholic  Church,  schools,  46. 

Koyal  Hawaiian  Agricultural  Society,  early 
attempts  to  assist  immigration,  9-10. 

St.  Andrev/'s  Prioi-y.  activities,  346-347. 

School  attendance.     >S'ee  Attendance. 

School  budget,  recommendations,  03. 

School  census,  value  of  annual.  62-G."^>. 

School  commissioners,  and  the  sheriff's 
office.   60-03. 

School  day,   lengthened  one  required,   36. 

S(hool  onrollmetit.     »S'ce  Enrollment. 

School   finances,   discussion,  90-106. 

School  handicaps,  public  elementary  schools. 
186-188. 

School   organization,   54-100. 

School  system,   function,  4-5. 

School  taxes.     Kce  Taxation. 

Schoolhouses.     See  Buildings. 

Science,  public  elementary  schools.  203- 
204  :  public  high  schools,  225,  226.  250  ; 
I'unahou    School,   325-326. 

SlicrifTs  office,  and  the  school  commis- 
.-doners,  60-63. 

Shingon    sect,    activities.    110. 

Social   situation,   complex   condition.   36-46. 

Sodo  sect,  activities,   110. 

Spanish,  intermarriage  with  other  races. 
26 :    school   enrollment,    13. 

Spelling,  instmction,  piiblic  elementary 
schools,  200. 

Sugar  industry,  29-30  ;  r<'search  work  in 
College   of   Hawaii,    299. 

Superintendent  of  schools,  duties,  54-57  : 
relation  to  board  of  school  commission- 
ers,  56-57. 

Supervision,  group  principal  plan,  ele- 
mentary schools  on  Island  of  Maui.  7(>- 
77 ;  inadequate,  41-42 ;  public  high 
schools,   245-250. 

Supervisors,  and  board  of  school  commis- 
sioners, 60. 

Survey  commission,  personnel,  7. 

Taxation,  Honolulu,  rate  compared  with 
that  of  other  cities,  104-106  :  rate  and 
property  valuation  of  city  and  county  of 
Honolulu,  102-103  :  unique  system  in 
Territory,    103-104. 

Teachers,  assignment  of  grades  to,  and  of 
pupils  per  room,  public  elementary 
schools,  151-152  ;  certification,  public  ele- 
mentary schools,  162—163  ;  cottages,  41  ; 
distribution  l"»y  age,  public  elementary 
schools,  149-150;  distribution  by  racial 
descent,  public  elementai-y  schools,  144- 
147  :  distribution  by  sex,  public  elemen- 
tary schools,  147-149  ;  dismissal,  170-171 ; 
inadequate  supervision,  41-42 ;  iixstabil- 
ity    of  force,    38-41 ;   lengtU   of  service. 


39-40,  154-157  ;  living  expenses,  public 
elementary  schools,  174-175 ;  liiany 
poorly  qualified,  41  ;  meetings,  public  ele- 
mentary schools,  161-163 ;  public  ele- 
mentary schools,  144-180 ;  profes.sional 
reading,  public  elementary  schools,  160- 
161  ;  promotion  and  rating,  public  ele- 
mentary .school.s,   165-169. 

Teachers'^  imreau,  recommended,  244-245. 

Teacher.s"  salaries,  Japanese  language 
schools,  114  ;  Memphis,  Tenn.,  176-177, 
178;  noi-mal  school,  81-82;  public  eb, - 
meutary  schools,  171-174,  177-178  ;  pu'"- 
lic  high  schools,  240--244.  S'cr  oIko  Pro- 
fessors'  salaries. 

Teacher.-:?'  training,  private  schools,  31S- 
319  ;  public  elementary  schools,  152-54. 
157-158.  160-165;  public  high  schcols. 
231-234.      &e€  aho  Professors. 

Teaching  load,  University  of  Hawaii,  278- 
279  ;  University  of  Nevada,  279. 

Teaching  methods,  public  high  schools.  134- 
240. 

Territorial  board  of  .school  commissioners. 
See  P>oard  of  scliool  commisfsionors. 

Territorial  department  of  public  instruc- 
tion,  finaaicing,   99-106. 

TerritoriaJ  Normal  School,  graduates,  163- 
165:  work,  78-95. 

Territorial  schools,  commen(laI)le  foatures. 
6-7. 

Te.Tfbooks,  .Tapanes{>  language.  116-125. 
.379-397  :  iocommendatlons,  210-211. 

Transporting  pupiN  to  school  nt  public  ex 
ponse,  67-68. 

United  States,  immigration,  10-11. 

University  of  Hawaii,  connecting  the  train- 
ing of  island  teachers  with,  95  ;  income 
from  Federal  and  Territorial  sources, 
287-288  ;  internal  administration,  270- 
271  ;  new  departments  proposed,  280- 
281  ;  organization  and  activities,  256- 
305  :  service  to  community.  298-301  ; 
summ:\ry  of  recommendations,  303-305  : 
teaching  load  of  faculty,  278-279 ;  train- 
ing, experience,  and  pu1)lications  of  fac- 
ulty members,  274-276.  See  also  College 
of  Hawaii. 

University  of  Nevada,  teaching  load,  279. 

Vaug'han,  II.  W.,  decision  regarding  citizen- 
ship of  .Japanese,  23. 

Vocational  and  industrial  education,  public 
(Elementary  schools,  205-207. 

Wailuku  .Japanese  Girls'  Home,  activati(\s, 
53. 

Welfare  work,  Island  of  Maui,  52-53. 

West  Hawaii,  transporting  pupils  to  school 
at  public  expense,  68. 

Writing,  "  plan."  reorganization  rec.om- 
mended,  187. 

Young  Men's  Christian  Association,  acvivi- 
ties,  48-50. 

Young  Women's  Christian  As.soci.ntion,  ac- 
tivities, 51-52. 


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